ASSURE Model

ASSURE Lesson Plan

Name	Jeremiah Dunchack
EDTF200
Lesson Title	Living a Healthy Life. Exercising and Eating Healthy.
Brief Summary of the Lesson	This lesson plan is intended for high school student’s ninth grade and up to twelfth grade. During the lesson plan students will use technology, books, science, and math. With the government and society and school focusing on obesity in young children, the students will spend their time learning the affects of eating unhealthy and not exercising. The students will then learn how to eat healthy and how to know they are eating the correct food. Also they will learn how to exercise and how much exercise is needed.
Learner Analysis	General Characteristics: Students who are athletes and eat and exercise on a daily basis will know general knowledge on living a healthy life. High school athletes will know how exercise and eating healthy will help you.
	Entry Competencies (prior knowledge needed): In this lesson the students will know basic math skills to add and subtract the amount of calories taken in and expended in a day. Students will know how to use basic computers to research topics in exercise, and the students will have reading skills at or above their grade level.
	Learning Styles: Multiple learning styles including visual, tactile, and aural
Prerequisite Teacher Skills	The teacher for this lesson needs to have the ability to perform exercises, and knowledge on eating healthy and exercising correctly. The teacher must know how to calculate your calorie intake and expenditure. Also must know the food pyramid and the recommended servings of each category.
Teacher Standards that apply (can be taken from your bookmark)	Language Arts Standards B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes. ·         Write their results on a sheet of paper for the teacher to evaluate. C.4.1 Orally Communicate information, opinions, and ideas effectively to different audiences for a variety of purposes. ·         Discuss with class about results on first information sheet. Science Standards A.4.2 When faced with a science-related problem, decide what evidence, models, or explanations previously studied can be used to better understand what is happening now F.4.1 Discover how each organism meets its basic needs for water, nutrients, protection, and energy in order to survive Information and Technology Literacy Standards A.4.4 Use a computer and communications software to access and transmit information log on and view information from preselected sites on the Internet A.4.5 Use media and technology to create and present information plan a multimedia production using an outline B.4.2 Develop information seeking strategies identify possible sources of information including print, nonprint, electronic, and human resources select more than one resource when appropriate B.4.6 Interpret and use information to solve the problem or answer the question use internet to access website mypryamid.gov to enter the food eaten and exercise performed to get the results of calorie intake and expenditure.
Objectives for the lesson (state following ABCD model)	1)      The students will show they understand the affects of eating unhealthy and not exercising on their bodies and potential affect in the future. They will demonstrate this knowledge by taking an exam on the information given. 2)      The students will show they have attained the knowledge on healthy eating. From the serving that the food pyramid gives, to the calorie intake. The students will demonstrate this knowledge by taking exams on the information. 3)      The students will show they attained the knowledge on how to properly exercise and for how long. 2-3 times a week for 30 minutes is sufficient enough for children under 18. The student will demonstrate this by taking exams on the information. 4)      Students will demonstrate they have attained the knowledge on healthy eating and exercising by writing down the foods they eat in one day. The amount of calories they have taken in from those foods. The amount of times they have exercises and for how long, and the calories they have burned off from exercising. The students will then calculate the total calorie intake to see were their total calorie intake lies.
List of materials and equipment needed for the lesson	A computer for internet access to mypryamid.gov website to use as a reference site for help and to calculate calorie intake and expenditure. A nutrition book for foods and servings that should be eaten. Proper exercise attire for when they perform their activities outside of school.
Sequence of Activities	Day One 30 minutes ·         The teacher will begin the lesson by explaining to the students the lesson plan and what they will be learning and performing the next couple of class periods. From learning about eating unhealthy and not exercising. To learning to eat right and exercise properly. Day Two 50 minutes ·         The teacher will begin the lesson by giving the class a power point presentation about how unhealthy eating can be harmful to your body now and in the future. This will include health problems that can come about from unhealthy eating. Weight gain can occur, high blood pressure, high cholesterol levels. ·         Then the teacher will proceed to give a power point about exercising and how not exercising will increase your chances of becoming unhealthy and the risks of having such things as weight gain, high blood pressure, and high cholesterol levels. ·         The students will then be told for next class period, to bring in a list of the food they have consumed that day and how much exercise they got that day, weather it was walking or running and estimate how far they walked or ran. Day Three 50 minutes The students will come to class and take a small quiz on the information given the class before on unhealthy eating and exercising. The students will have their list of foods they consumed the day before and how much exercise and how or long they exercised for. The teacher will then continue with class by going to mypyramid.gov which is a nutritional website. There the teacher will show the students how to use the website to get their estimated energy requirements. This is the student s enter their height, weight and age and they site calculates how much calories they need on a daily basis to function right. Then the teacher will show the students how to enter the foods they have eaten and have the site calculate how much calories they have taken in. The teacher will then show the correct way to calculate total calorie consumption by subtracting the calories burned off, from calories taken in. Then compare the calorie intake to the estimated energy requirements to see how healthy of a person you are. The teacher will show the students how to enter the exercise they performed, how long they performed it and how far they walked or ran. The students will then have to go to mypyramid.gov and enter their information in the site to get their calculations. From the calorie intake to exercise and calorie expenditure. They will perform the correct math to get the total calorie intake and compare them to the estimated energy requirements. Day Four 30 minutes The students will come to class and the teacher will have each student share with the class their results. Once the class is done sharing the results the teacher will discuss with the students the results and let the students talk about how they feel with the results. The teacher will then explain, the students will have to perform one day of eating healthy and exercising to try and lower their calorie intake so that they are within their estimated energy requirements. The students will be given a week to do this activity. Day Five 50 minutes ·         The students will hand in their results after a week, so the teacher can see the information they students entered into mypyramid.gov, and to see if the math is correct and to see if the students have performs the activity correct. ·         The students will then take an exam on the information given from the first lesson on unhealthy eating and exercising, to correct eating and calculating calorie intake and expenditure.
Description of Learner Evaluation	The teacher will compare the results of the first information sheet the students handed in on calorie intake and expenditure, to the second information sheet with calorie intake and expenditure after the students have been tough the lesson. The teacher will also grade the quizzes and exams the students have taken to see is the student understand the information given to them. .

Special Education Booklet

Lock Haven University of Pennsylvania

Special Education Minor

Mission:

To set high standards for all exceptional students in the Commonwealth receiving special education services and programs.

Minor - SPECIAL EDUCATION

The Special Education minor is designed for students in Secondary Education, Elementary Education or Early Childhood Education, but can be valuable to other majors such as Social Work, Recreation and Psychology.  The minor is intended to provide students with a second area of expertise but does not lead to Special Education certification.

Contact Information:

Jeremiah Dunchack

jdunchac@lhup.edu

(814) 933-7064

SPEC105

Foundations of Special Education

(3 s.h.)

In this course, the material addresses the definitions, characteristics, etiologies, educational and transitional needs of students with disabilities.  As well as the discussion of interventions and strategies for diverse learners and individuals with exceptional learning needs (ELN) through a life span approach.

1

SPEC 345

Literacy Skills for Students with Disabilities

(3 s.h.)

This course will address the needs of pre-service teachers who have the responsibility for literacy development and instruction for students with disabilities. Emphasis will be given to literacy components, evidence-based practices, and varying challenges students with disabilities have in learning to read and write.

6

SPEC 215

High Incidence Disabilities Support

(3 s.h.)

Students will have a comprehensive examination of individuals with mild disabilities (high incidence) and the accommodations/adaptations necessary for their success. Specifically addresses parameters of mild disabilities, theories of learning, learning styles, educational accommodations, instructional strategies, organizations that serve this population.

3

SPEC 309

Effective Instructional Strategies for Students with Disabilities in Inclusive Settings

(3 s.h.)

This course addresses the needs of pre-service teachers who share the responsibility of providing effective instruction to students with disabilities. Emphasis will be given to utilizing evidence based instructional practices for students with varying disabilities, creating a positive inclusive learning environment, collaborating and communicating with other school personnel and parents, and implementing positive behavioral interventions.

4

SPEC 338

Positive Behavior Supports

(3 s.h.)

P.B.S. is designed to examine the etiology, assessment practices, and intervention strategies espoused by various theoretical perspectives for individuals with mild, moderate, and severe emotional behavior disorders. Emphasis will be on the use of functional behavior assessment and various positive behavior support strategies that can be used in classrooms or related educational facilities.

5

SPEC 212

Low Incidence Disabilities Support

(3 s.h.)

L.I.D.S. examines the conceptual base, educational programming and curricular options for persons with moderate to severe disabilities. The relationship of sensori-motor development between classroom environments and adaptations will be examined in depth. Attention will be given to assessment, determination of goals, person-centered planning and the family-system approach.

                                         2

Minoring in Special Education

I decided to pick the topic: Minoring in Special Education.  This is because I will be minoring in Special Edcation and it is something that all education majors should consider before they graduate.

When creating the booklet, I first changed the orientation from portriat to landscape. I then went under the page layout toolbar and seperated my pages into two columns.  One column for each page.  On the title page I used a picture of Robinson and also the title "Lock Haven University" and the misssion statement found on  the Special Education website. 

The document in Word covered four pages that held eight pages of my booklet (when divided into my two columns).  Like I previously stated, the first page included the cover page and final page.  The final page included a brief statement of who the Special Education minor is designed for and a picture of Lock Haven University's Reflective Decision Maker that is famour for all of Lock Haven's Education majors.  Since there are six classes that one must take to complete the minor, I reserved one page for each class.  On these pages, I included a course description and how many credit hours the course is worth.  On all of my pages (execpt for the cover and final page) I included page numbers at the bottom to keep organization to my booklet. 

Lab3 September 28

Today we learned how to use Google docs. Instead of sending emails with attachments this is a quick and easy way to send email docs instead.  Everyone that you invite can look at the document, comment, edit, and also chat with others that are viewing the domument.  In the end we made our profile info into a booklet.

My name is Jeremiah Dunchack. I am from Northern Cambria, Pa.  My field of studies include Health and Physical Education and also I will be minoring in Special Education.  I want to be a teacher because for one I love to be around children and interact with them.

There is nothing better then knowing that you made a child's life better just by teaching them something new.  Health and physical education is my calling.  What really got me hooked to kids was when I started working at a church camp the last 4 years. I was head of the rec department.

 The kids made my day so much better, always funny moments.  I feel pretty comfortable with technology but I am no where near a computer genius but I can find my way around.  I have never taken a online class. If this class was online i prob would not take it.  I like to be interactive and online classes really take away from that.

One interesting fact about me is that I have a twin brother.