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Lesson Plan

Lesson Goals:

Name: Kelly Swisher

Date: November 13, 2013

Grade: Fifth

The goal for this lesson is for students to identify the benefits of living healthy, specifically walking, and be able to make personal connections. Students should be able to make applications to their own lives, and understand how walking impacts the environment and be able to explain how to walk safely in school, neighborhoods, and cities. Standards: National Science Standard: Personal Health Nextgen: SC.S.5.3 Applications of Science; demonstrate the ability to evaluate the impact of different points of view on health, population, resources and environmental practices. Common Core: CCSS.ELA-Literacy.W.5.1 Write an opinion piece on topics or texts, supporting a point of view with reasons and information Student Objectives: Students will: Utilize graphic organizer that will assist students in drawing conclusions about healthy living and its benefits to them on a personal level, and identify how walking impacts society and the environment. Determine various methods to implement healthy living (specifically walking) in the school, neighborhoods and cities. Collaborate ideas through writing and discussion to create PSA about their Wild and Wonderful World of Walking Unit. Utilize technology to reinforce lesson goals and respond to information learned from Walking Unit. Materials and Technology: Materials: Index Cards Lined paper Science Inquiry Activity (previously prepared) Interactive Bulletin Board (previously prepared) Science Inquiry Journal

Graphic Organizer Signed Permission Letters from Parents (for their student to be filmed) Technology: PSA created for the Wild and Wonderful World of Walking Unit (access through Weebly account) Elmo Smartboard IPad (Final Cut) http://www.nyc.gov/html/safety/walkingschools.shtml Motivational Introduction/Build Background Knowledge: Bell Ringer: Play the PSA created for the Unit. Have students write a 3-2-1 response; three things they learned, two things they found interesting and one thing they still have a question about. Procedures: Play created PSA as bell ringer. Have students respond using a 3-2-1 on an index card. Allow students approximately 5 minutes to complete bell ringer assignment, hold a large classroom discussion about student responses. Explain to students this is the last day of our unit and explain classroom expectations, discuss the activities that were available around the room (interactive bulletin board, science inquiry center) that contributed to student understanding of key concepts and content being covered. Students will be creating their own PSA about the Unit. With notecards and Science Inquiry Journal completed read a few student responses to help guide thinking and overall expectations of what may be included in our PSA on The Wild and Wonderful World of Walking. Have students get out a scrap piece of paper for a Think-Pair-Share. Explain we are going to spend a few minutes brainstorming ideas about what we want to share in our PSA. What is significant information to include? What motivational tools would impact others in our community to be healthy? Ensure students have a rationale for their topics and areas wanting covered in the video. Think-Pair-Share: Allow students time to brainstorm with a partner, then hold a large group discussion about students ideas. (Record students ideas on the Smartboard to use as a reference for creating the class PSA).

Help guide students to develop a plan for the PSA. Spend approximately 10 minutes to come up with an introduction and a brief summary, the key points to include, as well as the closure for the video. Have a graphic organizer prepared to help outline the video. Use the elmo to fill in the organizer as students develop their video. Shoot the video, upload to computer. Wrap Up: Humdinger: As the wrap up portion of the lesson play the rough version of the video, allow students to choose the effects; (the music and the style of the video). This will allow students to be a part of the overall look and feel of their PSA. If students are having difficulty agreeing on the effect, have a vote. Tell students they will see the final product tomorrow as the bellringer and that we will be uploading it to youtube in the morning! Adaptations/Modifications: *Be aware of student grouping for Think-Pair-Share, ensure students with LD or BD are grouped separately and with students who work well with them. Have hardcopies of graphic organizer for those who may work better with paper and pencil. If any students were not permitted to be recorded in the video, make sure they have a significant role in the process. (writing responses on the board during large group discussion, shooting the video, being the director, helping edit the film, selecting effects, etc.). Monitor students and assist when necessary. Assessment: Formative: 3-2-1 activity, graphic organizer, large group discussions. Summative: Final essay (student personal reflection) that will be completed at end of unit and added to the student portfolio. This will take place Monday after the bellringer. The final PSA video. Content Closure: The closure will be the humdinger* (included in the procedures portion of lesson)