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Submit Lesson Plans HERE!! > Here is my lesson! Loveeee, Jenn Hey Lauren! I read your lesson and I think it should be pretty good. The only thing is that I think you should include an actual video when you say in the procedure to watch a video. Just a thought.-- Jenn [|final health lesson.doc] - THIS IS THE SOCIAL STUDIES LESSON PLAN...LET ME KNOW IF YOU CAN'T OPEN IT!


 * Lesson Plans:

Lauren B: Math: Calculating information on food labels. Alex: Language Arts: Journal writing and logging food intake daily. Danielle: Science: Effects of different foods on the body and brain Lauren F and Sarah: Social Studies: Study of food guidelines in other countries. (food rainbow, food plate) Jenn: FCAT Practice: FCAT passage Turn in By Sunday!! :)** Sample:

Grade Level:3rd

Subject: Math

Sunshine State Standards: MA.A.3.1.2: The student selects the appropriate operation to solve specific problems involving addition and subtraction of whole numbers. HE.2.P.1.2: Show behaviors that avoid or reduce health risks.

National Health Education Standards: NHES 5- Students will demonstrate the ability to use decision-making skills to enhance health. 5.2.1. Identify situations when a health-related decision is needed. NHES 1- Students will comprehend concepts related to health promotion and disease prevention to enhance health. 1.2.1. Identify that healthy behaviors affect personal health.

Materials: Math problems, whiteboard, dry erase marker, pencil, math journal

Objectives: 1. The student will be able to identify situations that involve anger problems or violent behaviors. 2. The student will be able to determine the proper way to behave in a problematic situation. 3. The student will be able to formulate an alternative solution to the situation. 4. The student will be able to analyze the appropriate math operation based on the health-related situation.

Background Information: • Discussion about when, where, and why violence and anger problems occur. • Discussion about how to prevent violence and anger from happening. • Discussion about word problems and when to use addition or subtraction to find the answer to the equation.

Procedure: 1. Discuss how violence and anger can affect a person’s life in school, at home, and in the community. 2. Write a math word problem on the board for all the students to read. 3. Read the word problem out loud and underline the key words that will determine which math operation (addition or subtraction) should be used to solve the problem. 4. Lead a class discussion about the situation in the word problem and then model a think aloud for the students to help them identify the issue. 5. Write another word problem on the board for the students to determine the appropriate math operation and identify the dilemma in the problem. 6. Have the students write their answers in their math journals. 7. Help the students formulate alternative solutions to the issues in each word problem so they will know how to act in a real life situation. 8. Write a final word problem on the board for the students. 9. Break the students into groups of three and have them determine the appropriate math operation to solve the equation, identify the dilemma in the problem, and formulate alternative solutions to the issue. 10. Call the class back together and talk about how they will approach an anger problem or violent act in a real life situation. In addition, have the students share their answers to the word problems. This will help them make the connection of anger and violence and the affects these issues have in every day life.

Extension/Modification: Have the students create their own math word problems ((either addition or subtraction), which include an anger problem or a violent act. Then have the students share their word problems to the rest of the class and see if the other students are able to determine the appropriate math operation to solve the equation, identify the dilemma in the problem, and formulate alternative solutions to the issue.

Word Problems: 1. Two boys were playing on the swing set. Another four boys came up and wanted to swing with them. There were only four swings available to use at that time. The boys started to argue by yelling at each other. How many boys need to wait their turn to swing? 2. Lucy and Susie were playing with marbles. Lucy had twelve marbles and Susie had eight marbles. Susie thought that it was unfair that Lucy had more marbles than her. She grabbed some marbles from Lucy’s pile. How many marbles would Susie need so that they would both have the same amount of marbles? 3. Ricky, Nicky, and Mickey were making a sports club at school. Ricky and Nicky got into a fight about who should become president of the club. They did not talk to each other for the rest of the day. If Nicky decided to leave the club, how many more people need to join their club to have twenty-one members? Answers: 1. Operation: SUBTRACTION; Issue: Arguing; Equation: 4-2 = 2 boys will have to wait their turn. 2. Operation: ADDITION; Issue: Grabbing without asking for marbles; Equation: 8+4 = 12 marbles 3. Operation: SUBTRACTION; Issue: Fighting; Equation: 21-2 = 19 people