Title: How is a healthy lifestyle defined?

Grade: 11th-12th
Names: Megan Gawrys and Taylor Burkhart
Overall Goal: The students will be guiding their knowledge to answer the question “How is a healthy
lifestyle defined?”. The process will first involve collaboration with other classmates to come up with sub
questions that directly relate to the driving question. The students will then be put into groups and discuss
which question they are going to be researching and then collecting data for. The students will use the
guided research packet to research the answer to their question online and then collect data from their
peers. Finally, they will create a poster to display and present their findings, data, and answer to the
driving question.

Standards Learning Objective Assessment

PS.ED.1: Formulate questions that ● Students will be able to Presentation; Poster

can be addressed with data. Collect,
organize, and display relevant data
to answer the questions formulated.
formulate driving questions
● Students will be able to create
an efficient way to collect data
● Students will be able to
organize and display their data
in a way that is beneficial to the
audience

Key Terms & Definitions:

● Data: facts and statistics collected together for reference or analysis.
● Survey: a detailed study or inspection, as by gathering information through observations,
questionnaires, etc. and analyzing it
● Health: Health is a state of complete physical, mental and social well-being and not
merely the absence of disease or infirmity.

Lesson Introduction (Hook, Grabber): Day 1 (15 min)

As a beginning activity, that will lead the way into the topic of health, the students should be given the
chance to try on a weight suit. The suits will consist of different weight. The amount of added weight
will depend on the student's current weight and height to make sure they will feel how it is to be
overweight. The students will put on the weight suit and walk around, sit and do everyday tasks to get a
good sense of what being overweight is like. With this activity, the students may be astonished and come
to question why or how people become overweight in the first place. The students will be actively
engaged in the activity by all getting the chance to put this suit on. Discussion on how the students feel
doing these activities with the extra weight will be asked throughout the activity to get the students
engaged with the driving question.

Lesson Main: 2 weeks- 7 classes (50 min)

Day 1
Introduce the driving question (25 min): After the students partake in the hook activity, the teacher
should bring them back into the classroom in a controlled environment. The teacher should beginning
discussing with the students what they just experienced. The teacher should then introduce the driving
question, asking the students “How is a healthy lifestyle defined?” The teacher should get feedback from
the students and write out sub categories to the driving question on the whiteboard based on the feedback.
The teacher should keep the conversation of healthy going, and dive deeper into the meaning of a healthy
lifestyle by asking more questions, such as:
● What do you think gets a person to the state of unhealthy being that you just experienced?
● Why is a healthy lifestyle important?
● How many people do you think are “healthy” by the definition we created?
The teacher should then pull up the infographic, that can be found in the resource section, which shows
statistics of health in American. The teacher should allow the students time to engage with and reflect
upon the information presented.

Introduce the project (15 min): After engaging with the driving question, the teacher should introduce
the project that the students will be working on for the remainder of the week. The teacher should explain
to the students the outline of the project. What the teacher should go over is as follows:
● The students will get into groups and choose a topic from the sub categories that you
created as a class to define a healthy lifestyle
● Once choosing a topic, the group of students must get online and research the actually,
doctor recommended answer to their sub question
● After researching, students will then have to survey and collect data from their peers and
people they know, asking them questions about if they meet the requirement of being
“healthy” as defined by their sub question
● The students will then analyze their data to see how it compares to the definition of the
answer to their question and find what percent of people the surveyed are indeed
“healthy”
● Next, the students must create a plan based on their sub question; for examples, an
exercise plan, a diet plan, or a sleep schedule for a average person
● In their final steps, the students will have to create a poster to display and present their
findings to the class, while answering the driving question
Review of data collection and percents (5 min): Although the students will have already attended a
lesson in which the teacher lectures on correct data collection and analyze, the teacher should provide the
students with an extremely brief refresher lecture.

Groups (5 min): At the end of class on day 1, the teacher should allow students time to form a group.
The group should then decide what sub question they want to research and collect data for. The teacher
should record what topic each group of students has chosen. Sub categories may include questions such
as:
● How much exercise should a person have?
● What is considered a balance diet?
● How much sleep should an individual get?
● What is considered effective stress management?

Day 2-4
Group work time (All class): The teacher should give the students all of the class period to work on their
projects with their groups. At the beginning of each day 2-4, the teacher should first beginning by reeling
the students in and briefly going over what they should be doing for the day and how far they should
ideally be in their project. The teacher should then see that each group splits up and gets to work. The
students should be allowed time to research the doctor recommend definition of their question, time to go
around the school (as long as other teachers are okay with students coming into their classrooms) and
collecting data, and time to create their plan for the hypothetical person. The teacher should be around
and available for any questions or concerns the students may have about their project and sub question.

Day 5
Create a poster presentation (50 min): At this point, the groups of students should be finished with
their research and data collection. The teacher should provide a poster board for the students to display
their data on. The students should use this time to work together to find a creative and visually appealing
way to present their data on their poster that will be the most effective for the audience to see and
understand their data. Students should also use this time to prepare for their presentation for the next class
period.

Lesson Ending: Day 6-7 (All class)

Students will display their posters and explain their findings. During their presentation, it’s crucial that
the students address the driving question and explain how their sub question relates to it. Presentations
should be about 10-15 minutes long, and will be divided over the last two days of the lesson. Students
will be graded based on the rubric provided on their overall completed project as well as their in-class
presentation and participation within their group.

Assessment Rubric:

Poor Average Great

1 pts 2 pts 3 pts
Title Poor Average Great

Title not present Title is present and Title is presented in a

visible creative and visible
way
Title clearly relates to
the groups sub Title clearly relates to
question the groups sub
question

Research Poor Average Great

Research doesn't relate Research mostly Research directly

well to the sub relates to the sub aligns with the sub
question question with some question
outlining facts
Research is Research is ideal for
questionable Research is somewhat comparison with the
difficult to compare data collection
with the data collection

Data Collection Poor Average Great

Students survey less Students survey 20-30 Students survey 30+

than 15 people people people

Students don't analyze Students only vaguely Students have a

the data analyze the data detailed analysis of the
data
Students don't give the Students give the
percent of people percent of people Students give the
percent of people

Plan for Individual Poor Average Great

Group displays no plan Group displays a small, Group creates an

for the hypothetical but concise plan for the outstanding and
individual hypothetical individual thorough plan for the
hypothetical individual
The plan is weak and The plan mostly applies
doesn't correctly apply to the question The plan directly
to the question applies to the question

Driving Question Poor Average Great

Group does not address Group somewhat Group clearly and

the driving question or addresses the driving effectively address the
the importance of the question and the driving question and
sub question importance of the sub the importance of the
question sub question

Group address the

driving question but
 not the importance of
the sub question
or vice versa

Overall Presentation Poor Average Great

The group doesn't The group displays the The group displays the
display the data in an data in a somewhat data in an extremely
effective way effective way effective way for the
audience to
The poster is not The poster has a comprehend
creatively done creative element to it
The poster is extremely
The poster is not neat The poster is neat and creative
or attractive attractive
The poster is very neat
The students don't The students meet the and attractive
meet the time time requirement
requirement The students meet the
time requirement

Group Participation Poor Average Great

The student does not The student helps the The student puts in
help the group or adds group out in some amazing effect to help
very minimally aspects organize and lead the
group
The student does not The student speaks
speak during the significantly less than The student speaks a
presentation every other group fair amount in the
member in the presentation
presentation

Resources / Artifacts:

● Guided Research Packet https://docs.google.com/document/d/1xlZML0r1ol5gv_ltPv01mUbOk-

kQttEyul9e0mttZO4/edit?usp=sharing (Taylor)
● Infographic
https://create.piktochart.com/output/29928328-how-healthy-is-america (Megan)
● iRubric-- Assessment Rubric (Megan)
Differentiation:
Executive Functioning:
Those with Executive Functioning Disorder lack skills we use to accomplish everyday tasks.
These skills include planning, organizing, making decisions and so on. We also see coordination between
ADHD and Executive Functioning Disorder. This can highly affect a kids performance in class.
To help those with Executive Functioning Disorder out, some changes to the lesson plan can be
made. To help out with the organization, the student has already been given a guided research packet of
which he can store his findings there. The teacher can also hold onto the packet for the first couple of
days to ensure they do no lose it. Hopefully, the student will have a planner that he can write down due
dates or a guided timeline for the lesson. The teacher could also aid the student with a checklist to help
them visually see what they have accomplished and what they still have to do. For the presentation, an
outline will also be given out to make sure the student organizes the information correctly. Hopefully,
with these changes, the student's disability won't hold them back from their potential.

Auditory Processing Disorder

Those with Auditory Processing Disorder find it difficult to understand speech, the different
sounds in language and where the sound is coming from. Most get distracted by background noises as
well. This can cause kids to not understand the material subject if they are unable to follow what the
teacher is saying. Where the student sits is essential for the kid's ability to understand. For those in the
class with Auditory Processing Disorder, changes to the lesson plan should be made.
For the discussion, the desks will be arranged in a circle. Those with APD will be seated next to
someone that I, the teacher believes will highly participate in the discussion, the seat should also be away
from door and windows for less background noise. Also, during the discussion students will be told to
only speak one person at a time. After the discussion, the teacher will create an outline of what was gone
over in class so that students with APD can see what they have missed. When interviewing people for the
project, the student can give the participant a paper for them to fill out so that limited speaking is
happening. Hopefully, by doing this, the students will have an easier time listening and understanding.

Anticipated Difficulties:
With the high likeliness that a student in the class will be overweight or obese, this could be a sensitive
topic. Being adolescents, there's a lot of pressure to have the perfect body, especially for girls. Obviously,
to avoid this, the teacher should not target any individuals when teaching this subject. During the
beginning discussion, the students might not be able to think of any sub-questions, to accelerate their
thoughts the teacher will have topics or further questions. Another difficulty is that the students may make
up the data. If the teacher feels like this is something thing that would occur, he/she should have the
student's video record their findings.