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Justify the following aspects of the lesson plan (attached) including a citation from a relevant academic source for presentation or modeling of new information.

Justify the following aspects of the lesson plan (attached) including a citation from a relevant academic source for presentation or modeling of new information.

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Justify the following aspects of the lesson plan (attached) including a citation from a relevant academic source for presentation or modeling of new information.    

Instructional Strategies and Learning Tasks Activity Description/Teacher I would start the lesson by asking students to share their ideas about what makes a healthy school or community. This could include things like clean water, access to nutritious food, and opportunities for physical activity. I might also show pictures of different school and community environments and ask students to identify what they see that could contribute to personal health. Anticipatory Set: Activity Description/Teacher I will present new information about how school and community environments can promote personal health. This could include discussing the importance of clean water, nutritious food, physical activity, and mental health resources. I might use a PowerPoint presentation, videos, or other visual aids to help convey this information. Redefinition: In this stage, technology allows for the creation of new tasks, previously inconceivable. For example, students could collaborate with students from other schools or communities via video conferencing tools like Zoom or Google Meet to discuss and compare the ways their respective schools and communities promote personal health. They could also use blogging platforms to share their findings and receive feedback from a wider audience. Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher I will guide the students in identifying and explaining ways in which their own school and community promote personal health. This could involve a group discussion, a walk around the school or community to observe and discuss health-promoting features, or a research activity where students look up information about their school or community's health resources. Activity Description/Teacher I will provide feedback and support as needed. Student Actions The students will actively participate in this discussion, sharing their thoughts and ideas. Guided Practice: Student Actions The students will listen attentively, take notes, and ask questions as needed. Activity Description/Teacher The teacher will conclude the lesson by reviewing the main points and asking students to share what they have learned. Independent Student Practice: Student Actions The students will actively participate in these activities, applying what they have learned to their own environments. Student Actions The students will be asked to identify and explain, in a classroom discussion or written assignment, least three ways in which their school and community environments promote personal health. This will allow them to apply what they have learned in a more independent manner. Culminating or Closing Procedure/Activity: Student Actions The students might also be asked to make a commitment to one way they will contribute to the health of their school or community. This could be a verbal commitment or a written pledge.
Transcribed Image Text:Instructional Strategies and Learning Tasks Activity Description/Teacher I would start the lesson by asking students to share their ideas about what makes a healthy school or community. This could include things like clean water, access to nutritious food, and opportunities for physical activity. I might also show pictures of different school and community environments and ask students to identify what they see that could contribute to personal health. Anticipatory Set: Activity Description/Teacher I will present new information about how school and community environments can promote personal health. This could include discussing the importance of clean water, nutritious food, physical activity, and mental health resources. I might use a PowerPoint presentation, videos, or other visual aids to help convey this information. Redefinition: In this stage, technology allows for the creation of new tasks, previously inconceivable. For example, students could collaborate with students from other schools or communities via video conferencing tools like Zoom or Google Meet to discuss and compare the ways their respective schools and communities promote personal health. They could also use blogging platforms to share their findings and receive feedback from a wider audience. Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher I will guide the students in identifying and explaining ways in which their own school and community promote personal health. This could involve a group discussion, a walk around the school or community to observe and discuss health-promoting features, or a research activity where students look up information about their school or community's health resources. Activity Description/Teacher I will provide feedback and support as needed. Student Actions The students will actively participate in this discussion, sharing their thoughts and ideas. Guided Practice: Student Actions The students will listen attentively, take notes, and ask questions as needed. Activity Description/Teacher The teacher will conclude the lesson by reviewing the main points and asking students to share what they have learned. Independent Student Practice: Student Actions The students will actively participate in these activities, applying what they have learned to their own environments. Student Actions The students will be asked to identify and explain, in a classroom discussion or written assignment, least three ways in which their school and community environments promote personal health. This will allow them to apply what they have learned in a more independent manner. Culminating or Closing Procedure/Activity: Student Actions The students might also be asked to make a commitment to one way they will contribute to the health of their school or community. This could be a verbal commitment or a written pledge.
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.
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