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Health is WealthChoicesA Concept Based UnitBy:Shayna Johnson“We all make choices in life. But in the end our choices make us.”- Andrew Ryan RationaleThis concept-based curriculum unit is constructed based on a variety of concepts with the overarching lens being, choice. The overarching essential understanding that “Choices made can determine positive or negative changes to one’s health” will guide the students as they complete group and individual activities created with a variety of learning activities. Students will gain a deeper understanding of how the balance of good nutrition and adequate movement keep body systems functioning properly. They will show this mastery with a culminating performance task at the end of the unit. Purpose Children feel like adults are always making choices for them. What children don’t realize is that they make important choices every day! Even if they can’t make the choice, they can influence adults to make choices, and they will be making more choices as they get older. We cannot expect children to make the right choices if they are not armed with the knowledge to know the rewards or consequences of their decisions. With all of the choices we make, deciding to take care of our bodies should be the most important. The purpose of this unit is for students to acquire knowledge to aide them in making choices that will result in multiple positive changes regarding their health. Target AudienceThis unit was created for gifted and talented 3rd / 4th graders in a pull-out setting. Standards used in this unit come from the Alabama Gifted Education Programs: Standards and Student Outcomes and the Alabama Course of Study Standards ranging from 1st to 8th grade. Upper grade standards chosen are challenging yet manageable for gifted and talented learners.Appropriateness for Gifted LearnersThis unit was written with gifted learners in mind. Standards used are from a wide range of grade levels. Also, activities were created to not only be enjoyable and hands-on but challenging as well. Students are going to gain knowledge needed to better equip them for making best choices for a healthy life. Gifted students like to know the “why” we do something more than the “how” do we do something. This unit will teach them why they should choose an option not just because it is “right” and they were told to. PrerequisitesThere are no prerequisites for students to participate in this unit.Concept MapConcept-based Curriculum Unit FlowchartRepresentative Topic“Health is Wealth” A unit on movement and nutrition.Conceptual LensChoiceContent/Course of Study Standards(list numerical codes only)Physical Education: 4.15, 5.13, 7.13, 7.14Science: 4.10Health Education: 3.8, 4.5, 4.9, 4.10, 8.10 6.1.3 6.2.5Technology: Grade 3-5: 1, 2, 3, 5, 12ELA: 5.18, 5.22Alabama Gifted Education Program Standards and Student OutcomesB. Critical Thinking #1 b C. Creative Thinking #1 #3b D. Problem Solving b, c, hE. Communication and Creative Expression #1, #2, #3F. Information Literacy: Research #2, #3, #5G. Information Literacy: Technology #1, #2, #3H. Social Emotional #4, I. Autonomous Learner #1, #7J. Executive Skills #2, #4, #7, #8Disciplines/Fields of StudyHealth Education Physical Education Life Science BiologyHuman Anatomy/PhysiologyDisciplinarians/Practicing ProfessionalsNutritionist/Dietician AthletePersonal Trainer Sports Medicine Medical Professionals: physician/nursePhysical therapist/Occupational therapistFACTS(Students will know…)Names of the body systems, where they are located, and their functionsHow to maintain healthy functioning body systemsHow to read nutrition labelsRecommended daily allowancesBenefits of exercise Consequences of not making healthy choices CONCEPTS(Students will understand…)Choices (lens)BalanceNutritionMovementChangesHealthSystems SKILLS/PROCESSES(Students will be able to…)Thinking Skills:Cause and EffectCompare/ContrastAnalyzingEvaluatingListen and SpeakInvestigateMethodological Skills/Processes:ResearchingTechnologyCollaboration Measurement Writing Persuasion of healthy habits Developing healthy mealsTaking pulseEssential Understandings/Generalizations“Students will understand that …” (Overarching EU for unit using Conceptual Lens)Choices made can determine positive or negative changes to one’s health. Additional EUs for unit (combine 2+ concepts to create 2-5 additional EUs)Systems must maintain balance in order to function properly. The balance of proper nutrition and movement is necessary to maintain health.Essential Questions for Unit and Guiding Questions for LessonsEQ based on Overarching EU: How is health affected by choices?Additional EQs for unit:Why is balance necessary for systems to function properly?How do individuals balance nutrition and movement in order to maintain health?How does having knowledge assist with choices? Guiding Questions for lessons:What is the correct intake of calories? Sugar? Carbohydrates? (F)How have your choices affected you? (P)How do you read a nutrition label? (F)What is the function of muscular body system? (F)What is the function of the circulatory system? (F)How do the parts of a body system work together? (C)What are the three main categories of macronutrients? (C)What are the two types of micronutrients? (F)How can a balanced diet make you feel? Unbalanced? (C)What is the definition of nutrition?What will happen if you make the wrong choice? (C) How challenging is it to start making better choices? (C)How do you graph information? (F)What is a resting/recovery heart rate? (F)How does movement affect heart rate? (F)What are consequences?What relationships affect choices made? (C)What is the function of the digestive system? (F)How do you keep your body systems functioning in a healthy state? (F)What choices do you and your peers face daily? (C)What factors do we determine when making choices for health and wellness? CWhat consequences are possible with making the wrong choice? CCan balanced nutrition and exercise guarantee a healthy body? (D/P) Culminating Performance TaskIn order to demonstrate knowledge, understanding, and abilities (skills/processes) acquired as a result of this unit, students will assume the role of a disciplinarian/practicing professional as they address the following PBL scenario.Choose one of the following scenarios: (1) You are an athlete that has a huge fan base. Everyone has followed your successes and will buy in to whatever you are selling. You live a healthy lifestyle and want to make an infomercial encouraging others to make the same choices you have made that have helped you reach athlete status by taking care of your body. Infomercials are for selling! You must sell your program to a general audience. Nutrition and physical activity advice must be a part of your program? Although you are trusted by your audience, you must let them know that your program is effective according to research as well. You can’t just rely on your fame! Make a 7-10 minute video that you can show the tv stations to see if they will back your dream of selling a health program using infomercials.(2) You are a personal trainer that is looking for clients. You will make a brochure showing the importance of good choices with your knowledge of nutrition and exercise. These brochures will be shown to gym owners as they will decide if they will pass the brochures out to their members as potential clients for you or not. You make your money having clients so you need the brochures’ design to catch the attention of people and your information to show that you are educated on the topics enough to advise them to make best choices.Instructional Activities(including activities to address affective needs of gifted learners)Frayer ModelBrainstorming choicesList “Who would care about healthy choices”Perform scenariosJigsaw activity to become experts on body systemsPresent information attainedExplain reasoning to group/teacherCreate book of nutrientsEvaluate nutrition labelCompare/Contrast nutrition labelsDefend decisionsShow actions of good audienceMake list of interview questionsWrite in letter formTake notesGraph informationRecord information Synectics Collaborate with others Unit Standards from Alabama Course of Study: Education (2009)3.8 List a food source for each of the major nutrients4.5 Identify the benefits of adequate sleep, nutrition, and exercise for the body4.9 Utilize information on food labels to determine nutritional value of various foods4.10 Explain the relationships among nutrition, health, and wellness8.10 Identify possible consequences of poor nutrition Health Education (2015)6.1.3 Describe benefits of practicing healthy behaviors 6.2.5 Identify how bad health choices result in poor personal health Physical Education (2009)4.15 Describe relationship among food intake, physical activity, and weigh maintenance. 5.13 Categorize physical activities according to their most beneficial health-related components 7.13 Identify factors that can be manipulated to achieve an overload in muscular strength and cardiovascular endurance 7.14 Explain the correlations among nutrition, exercise, and rest in the development of a healthy lifestyle.Technology Education (2009) Grade 3-5 1 Use input and output devices of technology systems.2 Use various technology applications, including word processing and multimedia software.3 Identify common hardware and software problems.5 Practice safe use of technology systems and applications12 Create a product using digital tools Science (2015)4.10 obtain and communicate information explaining that humans have systems that interact with one another for digestion, respiration, circulation, excretion, movement, control coordination, and protection from disease.English Language Arts (2015)5.18 Integrate information from several texts on the same topic in order to write or speak about the subject [RI.5.9] 5.22 Write informative or explanatory texts to examine a topic and convey ideas and information clearly [W.5.2]Alabama Gifted Education Programs Standards and Student OutcomesB. Critical Thinking (Skills)Analyzeb. Recognize relationships among ideas and data C. Creative Thinking (Skills) 1. Fluency 3. Originality b. Provide different or alternate outcomes in real-life situations D. Problem Solving (Process) Divergent and Convergent Thinking Skills b. Gather ideas and data c. Brainstorms aspects of the problem h. Determine and implement possible solutions E. Communication and Creative Expression (Process) 1. Oral 2. Written 3. Nonverbal (including Artistic and Kinesthetic) F. Information Literacy: Research (Process) 2. Select and apply a research methodology appropriate for the topic 3. Collect information from primary and secondary sources using print and electronic media 5. Organize and integrate information/ data G. Information Literacy: Technology (Process) 1. Technology Use 2. Software 3. Project Development H. Social-Emotional 4. Demonstrate and evaluate responsibility for personal growthI. Autonomous Learner 1. Demonstrate independent learning J. Executive Skills 2. Decision-Making 4. Project Management 8. Collaboration What if you won the lottery and just became $1,000,000 richer? Think of all the things you could do! You can travel! You can explore different continents! You can go to different states watching professional athletes play sports you love! You can buy a fancy car and a huge house! Just imagine…… But guess what: You can only do these things if you have your health. Your health is your true wealth. You can’t travel far if you aren’t healthy. Your huge house isn’t as grand if it is a struggle to get around it. Is your fancy car only going to be admired as you drive it to the doctor’s office on a regular basis? So, while money is important and comes with great benefits, you can’t truly consider yourself a wealthy person if you don’t have the health to enjoy life.How fortunate are we that some of this wealth of health is in our control? Every day we make choices that either help our bodies or harm them. This unit will make you aware that although it doesn’t seem like it, even at your age, you are faced with choices every day. By partaking in this unit, you will learn about how certain body systems function, how to use nutrition labels to make best choices, and how movement affects your body. You may not see the consequences or rewards right away but with the right tools and knowledge you can develop habits and routines of healthy adults.It is very unlikely that you will win money. I’m sorry to tell you that! But the good news is that you can live a lifetime of wealth by starting to make healthy choices now. When you work hard, and you earn those trips and nice cars and houses you can enjoy them to their fullest! Unit Outline/OverviewEssential Understandings/Generalizations Overarching EU: Students will understand that choices made can determine positive or negative changes to one’s health.Systems must maintain balance in order to function properly.The balance of proper nutrition and movement is necessary to maintain health. Essential Questions Overarching EQ: How is health affected by choices?Why is balance necessary for systems to function properly? How do individuals balance nutrition and movement in order to maintain health? What kind of change is brought about by a system being imbalanced?Pre-assessment: 1 week before the start of unit students will complete a Frayer model with the concept of choice. Lesson 1: Introduction to the Unit; Health is WealthEQ: How do individuals balance nutrition and movement in order to maintain health?Guiding Questions:What choices do students make daily? (C)What are consequences? (F)How have your choices affected you? (P)Hook: YouTube Video: Making tough choices with kid presidentLearning Activities:Brainstorming (productive thinking): Students have a set amount of time to come up with all of the choices they recall making recently. Categorize with teacher led discussion with one category being health: Movement/Nutrition Direct Instruction: Consequences and Movement/Nutrition introduced as focus of unitConcept Attainment: Frayer Model (Preassessment ) Collaborative Learning/Role playing- Students are in groups and have a Choices Scenario card in which they have to perform a skit choosing best scenario, which must include the mention of consequence (Type II)Debriefing activity: Peer assessments on presentations Duration: 50 minutes, 1 class session.Lesson 2: Body Systems- Like a Well-Oiled Machine EQ: Why is balance necessary for systems to function properly? Guiding Questions:How do the parts of body systems work together? (C)How do you keep your body systems functioning in a healthy state? (F) What is the function of the circulatory/respiratory/muscular body system? (F)Hook: Corners in the room are labeled Skeletal, Circulatory, Respiratory, Muscular Body Systems. As students enter the teacher instructs them to choose the body system they think is most important and will tell why. Learning Activities:Jigsaw – students break into groups and become experts on assigned system. Students then return to their groups and teach their peers (Type I) Students each create facts/pic on a puzzle piece, return to their desk where they share/take notes and adhere puzzle pieces together.Debriefing activity: Students again, choose a corner of the room that represents which body system they think is the most important and share reasoning based on new knowledge. Duration: 50 min, 1 class session.Lesson 3: Part 1 Nutrition: Knowledge is Power EQ: How does having knowledge assist with choices? Guiding Questions:What are the three main categories of macronutrients? (F)What are the two types of micronutrients? (F)How can a balanced diet make you feel? (C)What is the definition of nutrition? (F)Hook: Hold up a color paper (red, yellow, green, white, orange, purple) Give students a white plate. When you hold up a color, they have a minute to draw a food that color on their plate. Teacher hold up a plate with monochromatic plate and asks which plate look better. Today we are going to find out if the prettier plate matters! Learning Activities:Direct Instruction – Teacher explains nutrition as the process of providing or obtaining the food necessary for health and growth. Create- Students make a “book” of 5 pages. Each page has a Nutrient on it. Pages may have prompts. Students draw/cut magazine pictures of appropriate foods for that topic and describe recommended intake as well as pros/cons. Students will research for information with the option of working collaboratively. (Type II)Debriefing activity: Teacher-Student conference to share product Lesson 4: Part 2 Nutrition Labels- Knowledge is Power EQ: How does having knowledge assist with choices? Guiding Questions:What information is advertised on a nutrition label? (F)How do you read a nutrition label? (F)What will happen if you make the wrong choice? (P) Hook: Use milk, soda, sports drink, and juice to show the amount of sugar in each (with representation being real granulated sugar). This ties to previous lesson about the nutrients. How do I know how much sugar I am drinking if I can’t physically see this?Learning Activities:Direct Instruction- Everyone gets a label glued to paper and whole group dissects each part and labels on paper. Nutrients from previous/serving size/calorieSimulation: Students compare two different labels; answering questions that would help them make a choice in real life situation Debriefing activity: Writing Prompt: Which of the two would you choose and why?Duration: 60 min, 1 class session.Lesson 5: Guest JPJP has photographed and posted his progress as he went from obese to body builder competitor. He has his nutrition and exercises down to a science! He has been featured in several articles for his lifestyle changes.EQ: How is health affected by choices? Guiding Questions:How challenging is it too start making better choices? (C)What aspects of life change when you find a balance of good nutrition and movement? (F)How long does it take to see changes? (C)Hook: KWL chart with before and after pictures of JP (overweight and muscular/lean)Learning Activities:Presentation- JP will give his background and present-day success based on lifestyle changes (Type I)Interview-If students’ questions from hook (W) are not answered they have a chance to ask. Students are also encouraged to write questions as he speaks.Debriefing activity: Add to L of chart and students write a letter to their body. The letter can be in the form of a thank you or an apology with detail and description. Duration: 70 min, 1 class session.Lesson 6: You’ve got to Move it Move itEQ: Why is balance necessary for systems to function properly? Guiding Questions:How do you find heart rate? (F)Why does a number high in heart rate zone signify? (F)What is resting heart rate/recovery heart rate? (F)How does movement affect heart rate?What ways we can check our bodies’ wellness without using machines? (C)Hook: Go Noodle Movement: Learning Activities:Teacher shows presentation and supplies students with information in interactive format I.e. What is a heart rate? What do heart rates tell us? How do we know heart rates are healthy? (Type II) Creative Thinking Skills- Students will hypothesize how many times they think their heart rates beat a minute according to all categories on graph (resting, walk, run in place, jump jacks, etc.) Students will hypothesize where to find pulse besides Students will work in pairs to complete the physical activities for allotted time then record their heart rate. They will graph information. Analytical Thinking- Students analyze their data in written form using notes and graphed information. Debriefing activity: Synectics: You are a heart Duration: 60 min, 1 class session.Lesson 7: Part 1 Choose Wisely EQ: How do individuals balance nutrition and movement in order to maintain health? Guiding Questions:Why is it important to make good choices? (C)What relationships affect choices you make? (C)What are consequences? (F)Hook: Teacher pulls from would you rather scenarios and asks students to chooseLearning ActivitiesBibliotherapy: The Healthy Wolf by David Bedford Teacher will read book; interact with students with the three leveled questions of bibliotherapies. The book is an interpretation of a popular story with the wolf facing consequences of being unhealthy. DeBono’s 6 hats: No More PE scenarioIntroduce CPT and contract for Debriefing activity: Teacher passes around an envelope that reads “What is a consequence”. Students answer on a slip of paper and put into envelope. “Chain Notes” Duration: 160 min, 2 class sessions.Lesson 8: Part 2 Choose Wisely EQ: How do individuals balance nutrition and movement in order to maintain health? Guiding Questions: 1.Why is it important to make good choices? (C) 2. How can you persuade others to make good choices? (C) 3. What are consequences? (F)Hook: Students write or illustrate meaning/association to quote, “We all make choices in life. But in the end our choices make us.” or “We are always free to choose. We are not always free from our consequences.” Learning Activities:Concept Attainment- Students complete Frayer model in different color.Performance: Students will create a script and perform a skit about another interpretation of a popular book character and make them struggle with unhealthy choices as well.Model- Teacher shows infomercial to clarify expectations Discussion- Teacher discusses consequences Continue CPT assignment Debriefing activity: Reflect on CPT acitivity/ completion Duration: 160 min, 2 class session.Culminating Performance TaskChoose one of the following scenarios: (1) You are an athlete that has a huge fan base. Everyone has followed your successes and will buy in to whatever you are selling. You live a healthy lifestyle and want to make an infomercial encouraging others to make the same choices you have made that have helped you reach athlete status by taking care of your body. Infomercials are for selling! You must sell your program to a general audience. Nutrition and physical activity advice must be a part of your program? Although you are trusted by your audience, you must let them know that your program is effective according to research as well. You can’t just rely on your fame! Make a 7-10 minute video that you can show the tv stations to see if they will back your dream of selling a health program using infomercials.(2) You are a personal trainer that is looking for clients. You will make a brochure showing the importance of good choices with your knowledge of nutrition and exercise. These brochures will be shown to gym owners as they will decide if they will pass the brochures out to their members as potential clients for you or not. You make your money having clients so you need the brochures’ design to catch the attention of people and your information to show that you are educated on the topics enough to advise them to make best choices.References Materials/ResourcesFrayer Model: label example: Food Labels: Infomercial Example: generator: BooksThe Healthy Wolf by David BedfordThe Busy Body Book: A Kid’s Guide to Fitness by Lizzy RockwellEat This Not That: For Kids! By David Zinczenko and Matt Goulding The Seven Silly Eaters by Mary Ann Hoberman A Bad Case of the Stripes by David ShannonWebsitesKid President: Noodle: for Nutrients Product: Center Websites: Menu for Lesson PlanLesson # 1Topic: Introduction to the Unit: ChoicesGrade Level: 3rd/4th Lesson Length: 50 minDiscipline(s): Health/Language ArtsInstructor: Shayna JohnsonContent Knowledge/StandardsStandard(s): HE 8.10, PE 7.14 Gifted: Problem Solving, Communication, Executive Unit Conceptual Lens: choicesUnit Essential Understanding(s): Choices made can determine positive or negative changes to one’s life. The balance of proper nutrition and movement is necessary to maintain health. Unit Essential Question(s): How is health affected by choices? How do individuals balance nutrition and movement in order to maintain health?Additional Concepts for this lesson: nutrition; balance; movementGuiding Question(s) for this lesson: What choices do students make daily? What are consequences? How do choices affect us?Assessment Preassessment: Carousel Brainstorm. Groups rotate around room and brainstorm information/questions they have for each topic on given poster. Nutrition, Body Systems, Heart Rate, Physical Activity Formative Assessment(s): teacher observes, asks questions, and takes notes during skit performance. A short-bulleted list is displayed for students to make sure they include in their skit. Introduction “Hook” for this lesson: Making Tough Choices with Kid President MethodsDiscussion: What are consequences?” What categorizes as nutrition and movement choices?Direct Instruction: Teacher explains that our focus for the unit is going to be these choices that we make regarding our health. Instruction for activity and of criteria for completion Concept Attainment: Frayer Model graphic organizer to address conceptual lens, choicesLearning ActivitiesBrainstorming: Write down choices they’ve made Categorizing choices made by part of life affected.Determine Benefits and Drawbacks of choice made when coming up with skit using choice cardCollaborative Learning/Role Playing- Groups read choice making cards and come up with decision and reasoning to perform to class as a skitResources1. YouTube Video: . Frayer Model3. Choice situation cards with rubric 4. Large Post -it paper5. Notebook Paper6. Writing utensilsProducts1. Brainstormed lists 2. Completed Frayer modelGroupingWhole group: discussion and direct instruction Small group: making skits with choice scenarios, compare/contrastIndividual: Frayer model, question and answer with teacher, brainstorm ExtensionsInterest Center: Websites Busy Body Book: A Kid’s Guide to Fitness by Lizzy RockwellEat This Not That: For Kids! By David Zinczenko and Matt Goulding The Seven Silly Eaters by Mary Ann Hoberman A Bad Case of the Stripes by David ShannonTangible:Objects from transformation activitiesHuman body puzzlesFoam heart Ongoing anchor chart with sticky notes for students add on:Choice I faced about healthDifferentiation forCLD, Twice Exceptional, and Ascending Intellectual DemandTeaching to different learning stylesAdditional time for researchHandouts with prompts instead having child look for information blindly Varying levels of complexity in interest levelOpportunity for more detailed, researched productsLesson 1: Introduction to Unit; Health is WealthTeacher ScriptEssential Understanding: Choices made can determine positive or negative changes to one’s health.Essential Question:How do individual balance nutrition and movement in order to maintain health?Guided Questions:What choices do students make daily?What are consequences?How have your choices affected you?Preassessment: (Students will enter the classroom and find Frayer Model on their desks). Guys, before we get started I want to know what you know! On your desk you will find a Frayer Model. We have used graphic organizers before, but I am not sure you have seen this kind yet. I want you to write the word, choices, in the middle circle on the paper. You’ll see on the top left it says definition. Write how you would define the word, choices in this box. Below that you see examples. Write some examples of choices. On the right you see characteristics/draw. List and/or draw a description of the word choices. And under that where it says non-examples, write what you think the opposite of choices could be. Or what would NOT be choices. We will do this again later in the lesson so that I can see how much you learned from our lessons and activities. So if you aren’t “right” or do not have a lot of answers on this one then it ok! (Give students about 10 minutes to work on Frayer model and then take them up and keep them for future use. Begin video as students are finishing up.)Hook:Play YouTube video: Making tough choices with Kid President (4:59)(As video plays and he speaks about how to make choices, write ‘Impulsive, Don’t do anything, Be a follower, and Be Thoughtful” on the board in a place and size obvious to the students.)OK guys, now that we have heard this serious but silly video about making choices, I want you to think about choices that you have made; because it is serious business! When I say go you are going to list choices you have made, on your paper. You can think about the past day, or month, or life. Just no sharing with anyone yet. This is a silent activity. 1, 2, 3, GO!(Set timer 2:00)Time’s Up! Pencils down. Can anyone think what it is called when we write down, or “dump” all out thoughts out? Whatever you wrote down will not be wrong answers because we were only ‘blank’ ideas?Anyone??(Call students, prompt towards answer: Brainstorming) Yes, we were brainstorming ideas! Raise your hand if you thought about less than 10 choices? More than 10? More than 20? Good, good. I want to organize our thoughts now. We are going to put your choices in categories. Now, talk with your table about your choices and see if you can brainstorm some categories. For example, I chose to come to work today. That could be a category for work, or money, or school.(Give students time to talk. Walk around the room and help as needed)Alright guys, what did we come up with? I heard some great ideas. Tell me what your choice was and what category you think it might go in. (Students give ideas. Teacher makes sure to lead students towards a health category. Other ideas: school, relationships/family, money, stay out of trouble. Teacher makes chart with sections heads each section as above is mentioned. Teacher let’s students say where each choice will go) Ok, wow, we made a lot of decisions! Were some easier than others? (Let students answer)Alright so for the next few weeks we are going to really talk about choices. Unfortunately, we can’t tackle ALL of these in the short time we have together so we are going to focus on one category. Y’all know me, so I bet you can guess which one I want to start with! (Let students answer)That’s right. Making healthy choices! Can y’all think of any other choices you may have made that go in this category, but you forgot to write down? (Let students answer and add to category)Being healthy means taking care of yourself on the inside and outside and is so much more than what you eat and when you move around but, our Health is Wealth unit is going to focus on that. Kid President spoke about different ways to make decisions. Can anyone remember what Kid president said about How we decide? (Students should recognize that as the prompt for writing and answer “Impulsive, Don’t do anything, Be a follower, and Be thoughtful” from the video) Which one is the best way? Yes, Being thoughtful. When you don’t think through your choices you are more likely to end up with the opposite of rewards which is what, class? I want you to rip a corner of your brainstorming paper, write the answer, don’t worry about spelling, and drop in this bucket.(Students drop paper in bucket)Guys, if the first three I pull out are correct I’ll give everyone a DOJO!(Check for ‘consequences’)Consequences are a result of an action. If you make a good choice, you are rewarded and if you make a wrong choice, you will face the consequences either as soon as it happens, or later. For example, if you smoke cigarettes what’s a consequence?(Students answer die, cancer, smell, etc., and teacher asks is that a right-away consequence or later?)So, we’ve talked about a lot in class today. Now you are going to show me you were listening! Every group is going to get a SCENARIO CARD. You and your group need to read the card and make a choice. You can choose if the character made a right or wrong choice. You are going to perform a skit, which is like a play but much shorter. I need you to brainstorm, or dump, your ideas out on paper and pick what is best for your group. (Teacher writes bullets/steps to remind students as they work) SkitBrainstorm- pick best ideaUse one of Kid’s Presidents methods when making your choice. Were you impulsive or thoughtful, etc. How did you decide?Include a reward or consequence Reward or Consequence Turn in a rough draft of a script. A script will say who has what to say. Setting, etc. Which means you don’t have to spend too much time on making it perfect, but I want to know you used your time wisely and your performance wasn’t put together as you wentScriptSkit should be 3-5 minutes3-5 minutesI would love to see some skits where I noticed two choices being made. Can you figure that out? How to show me that you know the reward for one and the consequence for the other?(Break students into groups according to class size. About 3 members per group. Give students time to come up with skits. Each group performs. I am going to ask some questions after each skit so pay attention. Be the same audience you want to have when it is your turn.(Class discussion/peer evaluation after each. Could audience pick out how characters made choices, what the rewards/consequences were without performers telling. If time, check for who would make different decisions and why. (The following situation cards have 4 situations and 2 cards for personal editing. Taking away multiple choice is an option. The “But:” section is for early finishers and/or critical thinking questioning prompt for group)Your parents were in a hurry, so for breakfast you got to go to a drive-thru. And tonight, you have a party to go to. There is going to be pizza and potato chips. Your favorite cake will be served with your favorite ice cream! Your lunch choices:Ask someone to pick up something from another drive thru.Skip lunch! Save room for that pizza!Eat a sandwich and a serving of fruit. BUT: If you had a different dinner or breakfast plan would you change your choice?You are on a bike ride with your friends. You are sweating A LOT! They ask you if you need to go back.Your answer choices are: Yes. If I am sweating this hard, something must be wrong. They aren’t sweating like you are!No, I can beat y’all!Let’s just take a break. I’ll get some water and we can keep going. But: What if you also feel a little dizzy?What if you didn’t pack a drink?It is P.E. time at school. The coach says you can do anything you want. Free Friday! You see your friednds sitting in the corner but they are just talking. You have been sitting in class all day! But it’s also kind of hot outside.Your P.E. choices:Go find a group of friends that are running around so you can play with them! Sit and talk to your friends. At least in this class you don’t get in trouble for talking.Talk half of the time and try to get them to move theor bodies with you the second half of the time.BUT: What would you do if none of your friends were playing?Your parents are letting you pack your own lunch! You have a lot of choices in the house but you aren’t sure what you are going to take.Your lunchbox choices are:You aren’t sure. So you will just grab whatever you see first. You can always trade with someone at school.You can do this! You pack a turkey sandwich, a piece of string cheese, a couple of cookies, some grapes, and a juice pouch.You’ll see if you can borrow some lunch money. What if you pack the wrong thing? You are afraid to try.BUT: What if you had time to google search the answer? Would you trust that?Interest Center Busy Body Book: A Kid’s Guide to Fitness by Lizzy RockwellEat This Not That: For Kids! By David Zinczenko and Matt Goulding The Seven Silly Eaters by Mary Ann Hoberman A Bad Case of the Stripes by David ShannonOngoing anchor chart with sticky notes for students to add on about choiceTangiblesBody Systems PuzzleFoam Heart Pieces Transformation Objects4. Distinguished3. Proficient2. Apprentice1. NoviceMedia-Video quality:Recording PresentationHeld the camera still. Video was easy to watch. Video showed subject's entire face and expressions. Showed from more than one angle/perspective.Held the camera still. Video was easy to watch. Video showed subject's entire face and expressions. Showed from more than one angle/perspective.Held the camera still. Subject of the video was not always clear. Subject sometimes too far away, too close, or out of focus. Showed from 2 angles.Moved the camera, so video was jerky and shaky. The subject's head was cut off or the subject was too far away. Showed straight on.Content-Overview:ContentHad many facts about the subject. Included many details and examples. Used proper terms to describe the subject. Project was creative and unique.Included facts about the subject. Had many details and examples. Used proper terms to describe the rmation was more opinion than fact. Project needed more details and examples. Used the wrong terms to describe the topic.Did not include information from reliable sources. Not enough details or examples. Used the wrong terms to describe the anization-Time Management:Uses time wiselyUsed time well. Work was turned in early or on time.Most work was done on time.Some work was not done on time.Did not use time well. Little or no work was done on time.Design-Creativity and Originality:Creative presentationPresentation was unique and entertaining. Student showed creativity with props, characters, special effects, music, etc.Presentation was entertaining. Student showed creativity with minimal props, characters, special effects, music etc.Presentation lacked creativity although all information was valid and informative.Presentation lacked creativity. Student simply stated information, not always accurateCulminating Task Rubric- Option VideoCulminating Task Rubric- Option Brochure4. Distinguished3. Proficient2. Apprentice1. NoviceDesign-Overview:CreativityUsed color and fonts to make the project easy to read. Used original graphics and layout. Design made the reader feel as the author was an expert.Used color and fonts to make the project easy to read. Layout made the project attractive.Used too many different fonts and too many colors. Layout made the project hard to read.Did not change fonts or add color. Did not pay attention to project layout.Content-Overview:ContentHad many facts about the subject. Included many details and examples. Used proper terms to describe the subject. Project was creative and unique.Included facts about the subject. Had many details and examples. Used proper terms to describe the rmation was more opinion than fact. Project needed more details and examples. Used the wrong terms to describe the topic.Did not include information from reliable sources. Not enough details or examples. Used the wrong terms to describe the anization-Time Management:Uses time wiselyUsed time well. Work was turned in early or on time.Most work was done on time.Some work was not done on time.Did not use time well. Little or no work was done on time.Design-Layout and Organization:Organized and easy to readContent was well organized with headings and subheadings. Text and graphics were neatly organized and made the project easy to read.Project was organized with headings and subheadings. Text and graphics were placed to make the project easy to read.Most of the project was organized. The placement of text and graphics sometimes made the project hard to read.Project was hard to read. There is no clear structure. Text and graphics were randomly placed.Unit AssessmentsPreassessment:One week prior to the beginning of the unit, students will be given a Frayer Model graphic organizer to address the unit topic of nutrition, health, and exercise. Their Frayer organizers will be kept until the end of the unit and used as a post assessment so that student learning of the content can be assessed.Culminating Performance Task:Students will choose one of the following scenarios: (1) You are an athlete that has a huge fan base. Everyone has followed your successes and will buy in to whatever you are selling. You live a healthy lifestyle and want to make an infomercial encouraging others to make the same choices you have made that have helped you reach athlete status by taking care of your body. Infomercials are for selling! You must sell your program to a general audience. Nutrition and physical activity advice must be a part of your program? Although you are trusted by your audience, you must let them know that your program is effective according to research as well. You can’t just rely on your fame! Make a 7-10 minute video that you can show the tv stations to see if they will back your dream of selling a health program using infomercials.(2) You are a personal trainer who is looking for clients. You will make a brochure showing the importance of good choices with your knowledge of nutrition and exercise. These brochures will be shown to gym owners as they will decide if they will pass the brochures out to their members as potential clients for you or not. You make your money having clients so you need the brochures’ design to catch the attention of people and your information to show that you are educated on the topics enough to advise them to make best choices.Formative Assessments:Teacher uses checklist to assess Justification of choices using vocabulary and concepts attained in lesson Share product assembled in lessonJournal entryWritten answer to question comparing and contrasting nutrition labels‘You are Heart’ synectic activity Components Menu for Lesson PlanLesson # 2 Topic: Body Systems: Like a Well Oiled Machine Grade Level: 3rd/4th Lesson Length: 60 minDiscipline(s): Technology, Science, Gifted, ELAInstructor: Shayna JohnsonContent Knowledge/StandardsStandard(s): Science 4.0, ELA 5.18 Technology 1, 2, 5. Gifted: D. Problem Solving b.; E. Communication 1; F. Info Lit Research 1; G. Info Lit tech 1; J Exec Skills 8Unit Conceptual Lens: choicesUnit Essential Understanding(s): Choices made can determine positive or negative changes to one’s life. The balance of proper nutrition and movement is necessary to maintain health. Unit Essential Question(s): Why is balance necessary for systems to function properly?Additional Concepts for this lesson: systems, healthGuiding Question(s) for this lesson: How do the parts of a body system work together? (C) How do you keep your body systems functioning in a healthy state? (C) What is the function of the circulatory/respiratory/muscular body system? (C)Assessment Preassessment: Students justify why they chose most important system during hook. Formative Assessment(s): Students explain why they chose system as most important, using terms and details learned in activity Introduction “Hook” for this lesson: Corners of the room are labeled by body systems and students stand in the corner that represents the body system most important Teaching MethodsDirect Instruction – How to jigsaw. Go over the jigsaw worksheets.Learning ActivitiesJigsaw method- students become experts and bring knowledge back to home groupResearch- students use internet access and books from library to find information on body systems and how they function for our benefit Oral Reports with presenting information to classResourcesComputerInternet accessPuzzle piece cut out Jigsaw WorksheetProductsCompleted puzzle piece on topicsCompleted jigsaw worksheet on learned systemsGroupingWhole group: explanation of activity and expectations Small group: jigsaw, researchIndividual: formative assessment, Justifying choice ExtensionsSee Interests CentersDifferentiation forCLD, Twice Exceptional, and Ascending Intellectual DemandAmount of information provided from researchScaffolded Instruction Complexity of completed puzzle piecePeer/teacher assistance1285875-774700Jigsaw Activity 00Jigsaw Activity -533400000-533400000Name:__________________________________________When you return to your group as an expert on your body system, share what you learned. EACH person will complete a worksheet, writing down what was learned from classmates.MuscularCirculatorySkeletalRespiratoryComponents Menu for Lesson PlanLesson # 3Topic: Nutrition: Knowledge is PowerGrade Level: 3rd/4th Lesson Length: 50 minDiscipline(s): Health, Gifted, TechnologyInstructor: Shayna JohnsonContent Knowledge/StandardsStandard(s): HE 3.8, 4.10, 8.10, Gifted C. Creative Thinking 3; E. Communication 3; F Info Lit Research 5; I. Auto Learning 1; J Exec Skills 8; Tech 5Unit Conceptual Lens: choicesUnit Essential Understanding(s): Choices made can determine positive or negative changes to one’s life. The balance of proper nutrition and movement is necessary to maintain health. Unit Essential Question(s): How does having knowledge assist with choices?Additional Concepts for this lesson: nutrition, balance Guiding Question(s) for this lesson: What are the three main categories of macronutrients? What are the two types of micronutrients? How can a balanced diet make you feel? What is the definition of nutrition?Assessment Preassessment: yes/no cards for questions referring to guiding questions Formative Assessment(s): Student shares book with teacher Introduction “Hook” for this lesson: Students have white paper plates. For every color construction paper the teacher holds up, student draws a food of same color on plate. Teaching MethodsDirect Instruction- (websites on following page) Explain nutrition, macro (carbs, fats, and proteins) and micro (vitamins and minerals) nutrients.Learning ActivitiesCreate- Students make a book (5 pages; one for each nutrient) with pictures of food and matching nutrients Discovery-Students can use provided websites to match nutrient with foodResourcesPaper platesCrayonsMagazinesInternetPaperBook binding materialProductsBook of Nutrients Decorated Plates GroupingWhole group: Hook, explain nutrients, directions for activities Small group: use websites to look up foods Individual: hook, cut and paste pics of foods ExtensionsInterests Centers Differentiation forCLD, Twice Exceptional, and Ascending Intellectual DemandPages with prompts may be used for “fill in the blank”Complexity of completed productPeer assignmentsScaffolded instruction Websites to share with students and explain macro/micro. Students can revisit to complete book: HYPERLINK "" One: Macronutrient / Micronutrient-2368553371215This nutrient is important because:________________________________________________________________________________________________________________________________.The recommended amount of this nutrient that you should have in a day is __________________.00This nutrient is important because:________________________________________________________________________________________________________________________________.The recommended amount of this nutrient that you should have in a day is __________________.Nutrient: _______________________________________Draw OR cut and glue (or tape) examples of good sources of this nutrient in the box below-23676412182800Components Menu for Lesson PlanLesson # 4Topic: Part 2 Nutrition Labels: Knowledge is Power Grade Level: 3rd/4th Lesson Length: 60 minDiscipline(s): Health Education, Physical Education, Technology, Gifted Instructor: Shayna JohnsonContent Knowledge/StandardsStandard(s): HE: 3.8, 4.5, 4.9, 4.10; PE 4.15; Gifted B. Critical Thinking #1, C. Problem Solving b, I. Auto Learn #1Unit Conceptual Lens: choicesUnit Essential Understanding(s): Choices made can determine positive or negative changes to one’s life. The balance of proper nutrition and movement is necessary to maintain health. Unit Essential Question(s): How does having knowledge assist with making choices?Additional Concepts for this lesson: health, nutrition, balance Guiding Question(s) for this lesson: What information is advertised on a nutrition label? (F) How do you read a nutrition label? (F) What will happen if you make the wrong choice? (P)Assessment Preassessment: Students turn and talk to answer, “Have you ever read the label on food? “Why would you?” Formative Assessment(s): “Which food is healthier and why?” section of handoutIntroduction “Hook” for this lesson: Use milk/coke/sport drink/juice and represent the amount of sugar in them with Ziploc bags full of sugar. How do I know how much sugar or other nutrients are in a food or drink when I can’t see this?Teaching MethodsDemonstration –Students tape label to paper and class dissects information together.Learning ActivitiesSimulation-Students “shop” for two labels and complete Learn Labels handout. Identifying Characteristics and Compare/Contrast real nutrition labels ResourcesFood containers with labelsSame label for everyoneFood label handout ProductsNotes on paper with label (see resources) Completed Learn Labels Handout GroupingWhole group: Demonstration, ‘sugar’, dissecting labelsSmall group: Discus findings Individual: Comparing labels, formative assessmentExtensionsSee Interests CentersDifferentiation forCLD, Twice Exceptional, and Ascending Intellectual DemandPaired students, scaffolding instruction, amount of information recorded, number of labels compared, computation of numbers Components Menu for Lesson PlanLesson # 5Topic: Guest- JP: Life changes Grade Level: 3rd/4th Lesson Length: 70 minDiscipline(s): Health Education, Physical Education, ELA, Gifted Instructor: Shayna JohnsonContent Knowledge/StandardsStandard(s): HE 4.5, 4.10, 8.10, 6.1.3, 6.2.5; PE 4.15, 7.14; ELA 5.22;Gifted C. Creative Thinking #3, E. Communication 1, 2, 3, Unit Conceptual Lens: choicesUnit Essential Understanding(s): Choices made can determine positive or negative changes to one’s life. The balance of proper nutrition and movement is necessary to maintain health. Unit Essential Question(s): How is health affected by choices?Additional Concepts for this lesson: health, changes, balance, nutrition, movement Guiding Question(s) for this lesson: How challenging is it to start making better choices? (C) What aspects of life change when you find a balance of good nutrition and movement?” (F) How long does it take to see changes? (C) Assessment Preassessment: KWL of pictures of before/after Formative Assessment(s): Write a letter to your body Introduction “Hook” for this lesson: Transformation Activity- gym equipmentTeaching MethodsPresentation- JP will give his background and present-day success based on lifestyle changes. Learning ActivitiesInterview- Students ask JP questions from L section that were not answered Making Observations, Seeing Relationships, Cause and Effect, Identifying Benefits and DrawbacksResourcesSpeakerBefore/after pictures Writing utensilsLarge poster ProductsKWL completedJournal from students to their bodies GroupingWhole group: Interview, KWL chart, transformation activity Small group: turn and talk for KWL ideas, sharing journal Individual: journal to self ExtensionsSee Interests Centers Differentiation forCLD, Twice Exceptional, and Ascending Intellectual DemandScaffolding instruction, detail and length of letter, record letter instead of write, list of questions provided Components Menu for Lesson PlanLesson # 6Topic: You’ve Got to Move It Move It Grade Level: 3rd/4th Lesson Length: 60 minDiscipline(s): Instructor: Shayna JohnsonContent Knowledge/StandardsStandard(s): HE 4.5, 6.1.3, 6.2.5; PE 5.13, 7.13, ELA 5.18; Gifted B. Critical Thinking b, C. Creative Thinking 3. Originality, D. Problem Solving b, h, E. Communication 2, F. Info Lit #5. J. Exec Skills #8Unit Conceptual Lens: choicesUnit Essential Understanding(s): Choices made can determine positive or negative changes to one’s life. The balance of proper nutrition and movement is necessary to maintain health. Unit Essential Question(s): How does having knowledge assist with making choices?Additional Concepts for this lesson: health, balance, movementGuiding Question(s) for this lesson: How do you graph information? (What does a number high in heart rate zone signify? (F) What is resting heart rate/recovery heart rate? (F) How does movement affect heart rate? (F) In what ways can we check our bodies wellness without using machines? (C)Assessment Preassessment: “Why is moving your body important?” Answer on a sticky note and put on board.Formative Assessment(s): “You are a heart” synectics activity Introduction “Hook” for this lesson: Go Noodle MethodsPresentation and lecture- Teacher uses presentation to convey heart rate information. Presentation is interactive Synectics- Students answer prompts to create writing as they are a heart. Learning ActivitiesConstructivism-Students work in pairs to measure bpm and graph according to various physical activitiesAnalogy Making with synecticsCritical Thinking with organizing information with graphCreative Thinking with students hypothesizing bpm before activity ResourcesPowerpoint You've Got to Move ItClock/watch/timer“You are a Heart” prompt “Pulse Rate for Different Activities”ProductsCompleted graphSynectics journal activity GroupingWhole group: PowerPoint on heart rateSmall group: Finding heart rates during various activities Individual: graphing information, synectics activity ExtensionsSee Interests CentersDifferentiation forCLD, Twice Exceptional, and Ascending Intellectual DemandPartner assignments, scaffolding instruction, choose to type/write synectics assignment.You are a heart.Describe your owner. (Draw if you have time)Explain the kind of exercise your owner did today.Do you like it better when your owner is running super-fast or sleeping? Why?Compare/Contrast yourself to your buddy, Lungs.What makes you feel super mad or super scared?Have you ever heard stories, poems, or quotes with your name in it? Tell about ponents Menu for Lesson PlanLesson # 7Topic: Choose Wisely Grade Level: 3rd/4th Lesson Length: 80 minDiscipline(s): Health Education, Physical Education, Technology, Gifted Instructor: Shayna JohnsonContent Knowledge/StandardsStandard(s): HE 4.5, 4.10, 8.10, 6.1.3, 6.2.5; PE 4.15, 7.14; Technology 1, 2, 3, 5, 12 Gifted B. Critical Thinking b, C. Creative Thinking #1, #3 b, D. Problem Solving b, E. Communication #1, #2, F. Info Lit #2, #3, #5, G. Info Lit Tech #1, #2, #3, I, Autonomous Learner #1, J. Exec Skills #2, #4, #8Unit Conceptual Lens: choicesUnit Essential Understanding(s): Choices made can determine positive or negative changes to one’s life. The balance of proper nutrition and movement is necessary to maintain health. Unit Essential Question(s): How do individuals balance nutrition and movement in order to maintain health?Additional Concepts for this lesson: Guiding Question(s) for this lesson: Why is it important to make good choices? (C) What relationships effect choices you make? (C) What are consequences? (F) Assessment Preassessment: Have students list who would care about healthy choices.Formative Assessment(s): “Chain Notes” Write on envelope, “What are consequences?” Students answer on slip of paper and put in envelope. Introduction “Hook” for this lesson: Teacher gives “Would you Rather?” scenarios to students.Teaching MethodsBibliotherapy- The Healthy Wolf by David BedfordIntroduce students to choices for culminating assessment (Problem Based Learning) Students select CPT based on comfortability with skill learned from IT coach visits prior to unit Learning ActivitiesInductive Thinking -6 Hats discussion on No More Exercise At School.Brainstorm ideas to use from previous lessons for CPT on contract/rough draft ResourcesCPT RubricsThe Healthy Wolf bookEnvelopesWould you Rather Six Hats ScenarioCulminating Performance TaskProductsContract for CTAnswers for Chain NoteGroupingWhole group: Bibliotherapy, 6 Thinking Hats, Would You Rather Small group: Turn and Talk about Consequences for VennIndividual: CPTExtensionsSee Interests CentersDifferentiation forCLD, Twice Exceptional, and Ascending Intellectual DemandComplexity of CPT, Peer Assignments, Scaffolded Instruction, Assignment of 6 Hats according to strength or discussion one on one, time alotted You are to complete ONE of the two situations below. We have discussed both but read carefully them complete the following contract.(1) You are an athlete that has a huge fan base. Everyone has followed your successes and will buy in to whatever you are selling. You live a healthy lifestyle and want to make an infomercial encouraging others to make the same choices you have made that have helped you reach athlete status by taking care of your body. Infomercials are for selling! You must sell your program to a general audience. Nutrition and physical activity advice must be a part of your program? Although you are trusted by your audience, you must let them know that your program is effective according to research as well. You can’t just rely on your fame! Make a 7-10 minute video that you can show the tv stations to see if they will back your dream of selling a health program using infomercials.(2) You are a personal trainer that is looking for clients. You will make a brochure showing the importance of good choices with your knowledge of nutrition and exercise. These brochures will be shown to gym owners as they will decide if they will pass the brochures out to their members as potential clients for you or not. You make your money having clients so you need the brochures’ design to catch the attention of people and your information to show that you are educated on the topics enough to advise them to make best choices.I, ______________, choose to create a ________________. video or brochure-60456230259100Brainstorm some ideas you get when you think of the last few weeks of lessons we have done encouraging healthy choices:Get a highlighter and highlight 5 of the most important ideas you want to make sure you use on your presentation. Now is a good time to read your rubric!What materials do you need?Write a script or sketch a brochure here:-69852869000Now is a good time to read your rubric again! Does your rough draft put you in the section of the rubric that you want to be in? Meet with me and let’s find out!Teacher Notes: ____________________________________________________________________________________________________________________________________________________________________________________________________________Start your project. Take notes as you go since it will be a week before you revisit. Save your project as Name_ChoicesGATE_2019 on your desktop. 289059944596Don’t ForgetQuestions Sign up for teacher conference as needed!_______________________________________ ________________________________________ Date/ Notes Date/ Notes No More Exercise at schoolSchool days are just not long enough! The school superintendent says no more P.E. or recess. He is sure that this will leave more time for teachers to focus on Reading, Math, Science, and Social Studies. Coaches will now have time to help teachers in the classroom. The school superintendent is hopeful that students’ report card scores will be very high with the extra time and support in the classrooms.Blue Hat- Read the scenario. Explain the problem and solution. Lead the discussion by telling when the next Hat can add their inputWhite Hat- Tell us the facts written in the scenario.Red Hat- How does ‘No Exercise at School’ make you feel?Yellow Hat- What are the benefits of ‘No Exercise at School?’Green Hat- What are some better, new ideas to solve the problem?Black Hat- What problems might come up if we use suggested solution?Blue Hat-Summarize what was discussed during today’s Six Thinking Hats Discussion Components Menu for Lesson PlanLesson # 8Topic: Part 2 Choose Wisely Grade Level: 3rd/4th Lesson Length: 80 minDiscipline(s): Health Education, Physical Education, Technology, Gifted Instructor: Shayna JohnsonContent Knowledge/StandardsStandard(s): HE 4.5, 4.10, 8.10, 6.1.3, 6.2.5; PE 4.15, 7.14; Technology 1, 2, 3, 5, 12 Gifted B. Critical Thinking b, C. Creative Thinking #1, #3 b, D. Problem Solving b, E. Communication #1, #2, F. Info Lit #2, #3, #5, G. Info Lit Tech #1, #2, #3, I, Autonomous Learner #1, J. Exec Skills #2, #4, #8Unit Conceptual Lens: choicesUnit Essential Understanding(s): Choices made can determine positive or negative changes to one’s life. The balance of proper nutrition and movement is necessary to maintain health. Unit Essential Question(s): How do individuals balance nutrition and movement in order to maintain health?Additional Concepts for this lesson: health, balance, nutrition, movement, systemsGuiding Question(s) for this lesson: Why is it important to make good choices? (C) How can you persuade others to make good choices? (C) What are consequences? (F) Assessment Preassessment: Partner Venn diagram rewards and consequences. Formative Assessment(s): Teacher-Student conference on student project compact or completed CPTIntroduction “Hook” for this lesson: The following quotes are written on the board. Students choose one to write about or illustrate definition or relevance to their lives. “We all make choices in life. But in the end our choices make us.” OR “We are always free to choose. We are not always free from our consequences.” Teaching MethodsModel- Teacher shows infomercial clips to show students tips on performing for a camera/audience. (speaking clearly, facing camera, different angles) Discussion-Teacher discusses consequences of not following directions, revisits not making healthy choices as pertained to lessons in unit. Concept Attainment- Update knowledge on choices Learning ActivitiesRole Play- Using The Healthy Wolf, students will work in groups to come up with a script of another well-known book or movie character being affected by unhealthy choices. (Problem Based Learning) Students work on CPT based on comfortability with skill learned from IT coach visitsResourcesThe Healthy Wolf Model about choices ProductsVenn diagram Updated Frayer Model: Choices CPT progress/completion GroupingWhole group: Class Discussion, Q&A on CPT, presentation of skitSmall group: skit, Venn diagram Individual: CPT ExtensionsSee Interests CentersDifferentiation forCLD, Twice Exceptional, and Ascending Intellectual DemandScaffolded instruction, peer assignments, complexity of products, choice on how to present information, time allotted 3300095299402500lefttop ................
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