Direct Instruction

Presentation w/ Adv Organizer

Concept Attainment

Cooperative Learning

Inquiry Teaching

Concept Attainment Lesson Plan (10 pts) Lesson Background: Your Name: Mallory Glanzman Subject: Science/ Health Lesson Title: Healthy Living Content Standards: Recognize critical literacy/thinking skills related to personal, family and community wellness. Understand and use interactive literacy and social skills to enhance personal, family and community health. Materials Needed:paper, pencils, crayons, markers, glue, ipads, laptops, poster board, whiteboard, yes/no cards, magnets, scissors, journals Prerequisite Skills: knowledge of healthy eating, knowledge of exercise, know how to read and write, cutting skills, knowledge of active participation in a group setting, options for projects Lesson Objective: After multiple lessons about wellness, the third grade students will choose and create a project from the project wall (listed below), promoting options for community involvement in healthy living, with at least 5 accurate facts, relevant pictures, and attractiveness. Concept Label: Promoting healthy living in a community Critical Attributes: [yes] Non-critical Attributes [no] Yes: running, riding a bike, eating fruits and vegetables, playing outside with friends, drinking water, sleeping 8 to 10 hours a night No: eating a pound of bacon, playing video games all day, skipping breakfast, eating 3 slices of cake, watching TV all day Definition of Concept: Healthy eating and daily exercise will lead to an overall healthy lifestyle. ----------------------------------------------------------------------------------------------------------------------Interaction with Students: 1. Provide examples and non-examples to the class: Time: 10 mins Good Morning, we are going to focus on wellness again. On the board, I have two columns, a Yes column and a No column. To begin our guessing game, I am going to place an example that relates to this concept in the Yes column and an example that doesn't relate to the concept

Grade Level: 3

in the No column. Your job is to quietly think about what the concept while I continue to add more cards to the lists on the board. If you know what the concept is, don't say it out loud. Put up your thumbs to show me that you think you know the concept and allow your classmate's to continue guessing. The teacher will show the Yes example-running and the No example- watching TV all day. The students will use their prior knowledge to determine which columns the cards go to. 2. Test for attainment: (Do the students understand the concept?) Time: 5 mins Students, remember that when you figure out the concept, put your thumbs up so I know you know the concept and your classmates can still try and figure it out. The teacher will ensure that the student's are not saying the concept out loud so the other students can try and figure out the concept. The teacher will observe and take the status of the class by checking on whether the students have their thumbs up. Yes: running, riding a bike, eating fruits and vegetables, playing outside with friends, drinking water, sleeping 8 to 10 hours a night No: eating a pound of bacon, playing video games all day, skipping breakfast, eating 3 slices of cake, watching TV all day 3. Analyze student thinking processes and integration of learning: Time: 10 mins (Are they able to provide additional examples and non-examples?) Students, now that all of the cards are taped in the columns, what is the mystery concept that I am thinking of? What makes you think this is the concept? Can anybody think of other ways to live a healthy lifestyle that we can add to our Yes column?...Have students generate examples. The teacher will write their examples on blank cards and add these to the Yes column. Can anybody think of other non-examples that don't relate to a healthy lifestyle that we can add to our No column?....Have students generate examples of non-examples. The teacher will write the students non-examples on the blank cards and add these to the No column. 4. Clarify lesson objectives: (What are students going to DO with these?) Time: 10 mins Today we are going to doing an activity that relates to our wellness unit. You are going to chose a project from the project wall. Your job is to create a project that displays healthy suggestions for community members to add into their life. Your project should include at least 5 suggestions and you must use relevant pictures, charts, and graphs. You should imagine this project being displayed somewhere in the community. Each one of you will present your project to your classmates. Therefore, I suggest you plan out your design and layout first. Once you have all of your ideas laid out, you are expected to use color and your best creativity skills. 1. Yes/No chart discussion 2. Explanation of healthy lifestyle examples a. Generate similarity and difference chart 3. Explain lesson objectives for the project 4. Allow time for students to address any questions about the expectations

5. Allow time for students to create their projects 6. Split into groups to share their projects 7. Turn in projects 5. Procedures for Using the Concept in a meaningful way? Looking at this list of healthy and unhealthy concepts, think in your head about one way you were healthy today. Once you have your example, pair up with your table buddies and discuss your examples. I will ask for one example per table buddy for their healthy example. Now that we have discussed plenty of ways to live a healthy life, lets look at our yes/no chart and discuss how the notecards in the same group relate to one another by listing similarities and differences. This will be helpful in creating your project. 6. Assessment / Closure (How do you evaluate student progress or provide closure for this lesson?) Include rubric, checklist, assessment documents. Time: 15 mins As I clipboard cruise, I am going to make sure students are using their time wisely and putting effort into their project. Simple reminders to stay on task and motivation comments such as, keep up the good work, will be said. Toward the end of class, students will be placed in groups and need to describe their project to others. This gives students an opportunity to share their hard work while also encouraging others to make healthy choices. If I walk around, I am able to help students who have questions, or are confused about any of the directions. Projects listed on the Project Wall include: posters, newspaper advertisements, videos, diorama, powerpoint, essay or brochure.

CATEGORY Attractiveness

4
The project is exceptionally attractive in terms of design, layout, and neatness. All pictures/charts are related to the topic and make it easier to understand. At least 5 accurate facts are displayed on the project.

3
The project is attractive in terms of design, layout and neatness.

2
The project is acceptably attractive though it may be a bit messy.

1
The project is distractingly messy or very poorly designed. It is not attractive. Pictures/charts do not relate to the topic.

Graphics Relevance

All pictures/charts are related to the topic and most make it easier to understand. 3-4 accurate facts are displayed on the project.

All pictures/charts relate to the topic.

Content Accuracy

1-2 accurate facts are displayed on the project.

No accurate facts are displayed on the project.

7. DIFFERENTIATION of Content, Process or Product: a. Adaptation for students who need extra help, time, or attention? Students who need it will be given extra time to work on their projects. These students have the opportunity to take their projects home to complete and then present to the class the next day. Students may be given a partner to work with on a project. The teacher will provide extra assistance to these students to make sure they are staying on track, and aware of the expectations. 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). Gifted students will choose an audience for their project and relate their healthy living suggestions to that group. (all 3rd graders, girl scouts, senior citizens, etc.) TOTAL LESSON TIME: 50 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): Course Packet Iowa Common Core website