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Justify the following aspects of the lesson plan including a citation from a relevant academic source for ssessment (include justification for formative and summative).

Justify the following aspects of the lesson plan including a citation from a relevant academic source for ssessment (include justification for formative and summative).

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Justify the following aspects of the lesson plan including a citation from a relevant academic source for ssessment (include justification for formative and summative).   

General Information Lesson Title: Healthy Habits in Our School and Community Subject(s): Health Activity Plan Template Grade/Level/Setting: 5th Grade/Non-AP/Classroom Prerequisite Skills/Prior Knowledge: The students should have a basic understanding of what health is and why it is important. This includes knowledge of basic health concepts such as nutrition, exercise, hygiene, and mental health. Students should have a basic understanding of what constitutes their school and community environments. This includes knowledge of the physical spaces (like classrooms, playgrounds, local parks) and the people and organizations that make up these environments. As the learning objective involves classroom discussion or written assignment, students should have basic communication skills. This includes the ability to express their thoughts and ideas clearly, both verbally and in writing. Students should have the ability to analyze information and make connections. This skill will help them identify and explain ways in which school and community environments can promote personal health. Standards and Objectives State/National Academic Standard(s): IN/3-5.1.3 Explain ways in which school and community environments can promote personal Health. https://media.doe.in.gov/standards/indiana-academic-standards-grades-k-12-health.pdf Learning Objective(s): By the end of the lesson, students will be able to identify and explain, in a classroom discussion or written assignment, at least three ways in which school and community environments can promote personal health. Materials Textbooks online resources handouts Charts Diagrams Posters Notebooks pens or pencils whiteboard flip chart Art supplies project materials Technology Substitution: In this stage, technology acts as a direct tool substitute, with no functional change. For example, instead of having students write their responses on paper, they could use a word processing software like Google Docs to type out their responses. This allows for easy editing and sharing of documents. Augmentation: At this level, technology still substitutes, but with functional improvement. For instance, students could use online research tools to find information about how schools and communities can promote personal health. They could also use multimedia presentation tools like PowerPoint or Prezi to present their findings, which allows for the inclusion of images, videos, and other interactive elements. Modification: Here, technology allows for significant task redesign. Students could be asked to create a digital poster or infographic using tools like Canva or Piktochart, summarizing the ways in which school and community environments can promote personal health. This not only enhances their understanding of the topic but also develops their digital literacy skills.
Transcribed Image Text:General Information Lesson Title: Healthy Habits in Our School and Community Subject(s): Health Activity Plan Template Grade/Level/Setting: 5th Grade/Non-AP/Classroom Prerequisite Skills/Prior Knowledge: The students should have a basic understanding of what health is and why it is important. This includes knowledge of basic health concepts such as nutrition, exercise, hygiene, and mental health. Students should have a basic understanding of what constitutes their school and community environments. This includes knowledge of the physical spaces (like classrooms, playgrounds, local parks) and the people and organizations that make up these environments. As the learning objective involves classroom discussion or written assignment, students should have basic communication skills. This includes the ability to express their thoughts and ideas clearly, both verbally and in writing. Students should have the ability to analyze information and make connections. This skill will help them identify and explain ways in which school and community environments can promote personal health. Standards and Objectives State/National Academic Standard(s): IN/3-5.1.3 Explain ways in which school and community environments can promote personal Health. https://media.doe.in.gov/standards/indiana-academic-standards-grades-k-12-health.pdf Learning Objective(s): By the end of the lesson, students will be able to identify and explain, in a classroom discussion or written assignment, at least three ways in which school and community environments can promote personal health. Materials Textbooks online resources handouts Charts Diagrams Posters Notebooks pens or pencils whiteboard flip chart Art supplies project materials Technology Substitution: In this stage, technology acts as a direct tool substitute, with no functional change. For example, instead of having students write their responses on paper, they could use a word processing software like Google Docs to type out their responses. This allows for easy editing and sharing of documents. Augmentation: At this level, technology still substitutes, but with functional improvement. For instance, students could use online research tools to find information about how schools and communities can promote personal health. They could also use multimedia presentation tools like PowerPoint or Prezi to present their findings, which allows for the inclusion of images, videos, and other interactive elements. Modification: Here, technology allows for significant task redesign. Students could be asked to create a digital poster or infographic using tools like Canva or Piktochart, summarizing the ways in which school and community environments can promote personal health. This not only enhances their understanding of the topic but also develops their digital literacy skills.
Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs. Gifted and Talented: These students could be given more complex tasks related to the lesson's content. For example, they could be asked to research and present on a specific health initiative in their community, explaining how it promotes personal health and suggesting ways it could be improved. This task would require higher-level thinking skills, such as analysis and evaluation, and would provide an opportunity for these students to delve deeper into the topic. ELL: To meet the needs of students whose native language is not English, I would use strategies such as scaffolding and translanguaging. Scaffolding involves breaking down the learning into manageable chunks and providing support to help students understand the content. This could involve pre-teaching vocabulary, using graphic organizers, or providing sentence starters for written assignments. Translanguaging involves leveraging students' full linguistic repertoire, allowing them to use their native language as a resource for learning. For example, students could be encouraged to discuss the lesson content in their native language before writing about it in English. Students with Other Special Needs: Visual learners could benefit from diagrams and videos illustrating healthy habits, auditory learners could benefit from discussions and podcasts, and kinesthetic learners could benefit from hands-on activities or role-plays. For students with learning disabilities, the teacher could use simplified language, provide clear and concise instructions, and use visual aids to support understanding. Assessment Formative A suitable formative assessment could be a 'Think-Pair-Share' activity. In this activity, student's first think individually about the question or problem posed, ensuring they understand it and can begin formulating an answer. They then pair up with a classmate and discuss their thoughts. Finally, pairs share their ideas with the whole class. This activity encourages all students to think about the topic and formulate their own ideas, rather than simply listening to the ideas of others. For example, the teacher could pose a question such as What are some ways that our school environment can promote personal health. Students would then have time to think about this question, discuss it with a partner, and then share their ideas with the class. Summative A suitable summative assessment for this lesson could be a project-based assignment where students are required to identify and explain at least three ways in which their school and community environments can promote personal health. This could be done in the form of a report or a presentation. The assignment could be structured as follows: First, students will need to identify three ways in which their school and community environments can promote personal health. They could do this by conducting interviews with school staff or community members, or by doing research online or at the local library. Next, students will need to explain each of the three ways they have identified. They should provide details about how each method promotes personal health, and give examples to illustrate their points. They could also include pictures or diagrams to help explain their ideas. Finally, students will need to present their findings to the class. This could be done in the form of a written report, a PowerPoint presentation, or a poster presentation. è presentation should be clear, concise, and well-organized, and it should accurately reflect the students' understanding of the topic. The teacher will assess the students' work based on a rubric. The rubric could include criteria such as: understanding of the topic, quality of research, clarity of explanation, use of examples, and presentation skills. Each criterion could be scored on a scale of 1-5, with 5 being the highest score.
Transcribed Image Text:Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs. Gifted and Talented: These students could be given more complex tasks related to the lesson's content. For example, they could be asked to research and present on a specific health initiative in their community, explaining how it promotes personal health and suggesting ways it could be improved. This task would require higher-level thinking skills, such as analysis and evaluation, and would provide an opportunity for these students to delve deeper into the topic. ELL: To meet the needs of students whose native language is not English, I would use strategies such as scaffolding and translanguaging. Scaffolding involves breaking down the learning into manageable chunks and providing support to help students understand the content. This could involve pre-teaching vocabulary, using graphic organizers, or providing sentence starters for written assignments. Translanguaging involves leveraging students' full linguistic repertoire, allowing them to use their native language as a resource for learning. For example, students could be encouraged to discuss the lesson content in their native language before writing about it in English. Students with Other Special Needs: Visual learners could benefit from diagrams and videos illustrating healthy habits, auditory learners could benefit from discussions and podcasts, and kinesthetic learners could benefit from hands-on activities or role-plays. For students with learning disabilities, the teacher could use simplified language, provide clear and concise instructions, and use visual aids to support understanding. Assessment Formative A suitable formative assessment could be a 'Think-Pair-Share' activity. In this activity, student's first think individually about the question or problem posed, ensuring they understand it and can begin formulating an answer. They then pair up with a classmate and discuss their thoughts. Finally, pairs share their ideas with the whole class. This activity encourages all students to think about the topic and formulate their own ideas, rather than simply listening to the ideas of others. For example, the teacher could pose a question such as What are some ways that our school environment can promote personal health. Students would then have time to think about this question, discuss it with a partner, and then share their ideas with the class. Summative A suitable summative assessment for this lesson could be a project-based assignment where students are required to identify and explain at least three ways in which their school and community environments can promote personal health. This could be done in the form of a report or a presentation. The assignment could be structured as follows: First, students will need to identify three ways in which their school and community environments can promote personal health. They could do this by conducting interviews with school staff or community members, or by doing research online or at the local library. Next, students will need to explain each of the three ways they have identified. They should provide details about how each method promotes personal health, and give examples to illustrate their points. They could also include pictures or diagrams to help explain their ideas. Finally, students will need to present their findings to the class. This could be done in the form of a written report, a PowerPoint presentation, or a poster presentation. è presentation should be clear, concise, and well-organized, and it should accurately reflect the students' understanding of the topic. The teacher will assess the students' work based on a rubric. The rubric could include criteria such as: understanding of the topic, quality of research, clarity of explanation, use of examples, and presentation skills. Each criterion could be scored on a scale of 1-5, with 5 being the highest score.
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