Understanding The Health Lesson Plan

Format

AgendaIntroductionsWhy plan?QuotesLesson plan by the numbers

Why lesson plan?LiabilityAdministrationKeep objectives and goals clearKeep aligned with standardsStay aligned with curriculum and pacing guideDevelop well run, developmentally appropriate classes in which students are actively participating and learning

“The Five P Principle”PerfectPlanningPrevents Poor Performance

“He who every morning plans the transactions of the day and follows out that plan carries a thread that will guide him through the maze of the most busy life. But where no plan is laid, where the disposal of time is surrendered merely tothe chance of incidence, chaos will soon reign.”

Victor Hugo

“In preparing for battle I have always found that plans are useless, but planning is indispensable.”

Dwight D. Eisenhower

1. Heading Theme of Instruction: Social Support, Peer Relationships, FED, MEALSGrade/Developmental Level: 8th Grade# of Students: 25

2. Enduring Understanding/Big Idea

Teaching With the End in Mind- By the end of the lesson what do you want students to be able to do?

Social support serves as a protective factor against death.There is a connection between your social health and your physical, mental/emotional health.

3. Lesson ObjectivesCognitive-Standard # Benchmark/Source:______

Affective-Standard # Benchmark/Source:______

Interdisciplinary-Standard # Benchmark/Source:______

Tips for Writing Objectives

Objectives should specify four main things:

Audience - Who? Who is this aimed at?

Behavior - What? What do you expect them to be able to do? This should be an overt, observable behavior, even if the actual behavior is covert or mental in nature. If you can't see it, hear it, touch it, taste it, or smell it, you can't be sure your audience really learned it.

Condition - How? Under what circumstances will the learning occur? What will the student be given or already be expected to know to accomplish the learning?

Degree - How much? Must a specific set of criteria be met? Do you want total mastery (100%), do you want them to respond correctly 80% of the time, etc. A common (and totally non-scientific) setting is 80% of the time.

http://www.personal.psu.edu/bxb11/Objectives/index.htm

Psychomotor- well written objective

Given a standard balance beam raised to a standard height, the student (attired in standard balance beam usage attire) will be able to walk the entire length of the balance beam (from one end to the other) steadily, without falling off, and within a six second time span.Audience- greenBehavior- redCondition- yellowDegree- blue

3. Lesson ObjectivesCognitive: Students will verbally recall the acronyms- FED and MEALS when asked by the instructor. Given time for peer collaboration and communication students will be able to generate four benefits of friendship.Standard # 2.8.3 Benchmark/Source: National Health Education StandardsAffective: Given social support studies and time for peer collaboration students will create a big idea (similar to the idea below) as a conclusion to their article reading and group discussion in 8 words or less. “Strong social relationships protect against many physical and mental illnesses.”Standard # 7.8.2 Benchmark/Source: National Health Education Standards

National Health Education Standards

http://www.cdc.gov/HealthyYouth/SHER/standards/index.htmhttp://www.sde.ct.gov/sde/LIB/sde/PDF/deps/student/Healthy&BalancedLiving.pdf

Objective Writing ReviewObjectives should have-Action- What will be taking place?

Students will demonstrateCondition- What will be attained?

Students will demonstrate proper gripsCriteria- How will success be measured?

Students will demonstrate 3 proper grips

4. Needed MaterialsWhat do you need to accomplish your objectives.List all learning materials.

Instant ActivityActivity students begin immediately when they enter the room.What will students be doing as they arrive? How will they be immediately engaged?

5. Time and TransitionInclude time and transition plan for every section from instant activity onTransitions are where behavior issues arise so plan thoroughly in this area

6. ScaffoldingBuilding upon past lessons and tasks to increase understanding.Show developmentally appropriate progression.“Last week we talked the importance of communication to resolve conflicts and handle anger. Today we will continue talking about the social dimension of health. We will take a look at peer relationships and define healthy relationships.”

7. Introduction to LessonA) State Objective-

What will be covered in this lesson?B) Anticipatory Set-

Why are we doing this?C) Focus Attention (Cueing) Step-

What are the critical elements for the topic or skill?D) CFU- Check for Understanding

What will you do to be sure students understand the task? Usually verbal questioning.

Introduction to Lesson:

A)State Obj. (What) The importance of effective peer relationships will have a lasting impact on students’ overall wellness. B)Anticipatory Set (Why) Strong social relationships provide protective mechanisms against many physical and mental illnesses.C)Focus Attention (Cueing) Step – Focus, Respect, Responsibility, Cooperation, FED, MEALSD)CFU “Does everyone understand what we are doing today? Could someone please paraphrase the task?”

8. & 9. Tasks and Learning Activities

What will take place to lead students towards your objectives.Should have multiple tasks or learning activities to keep students’ focused and motivated.

8. & 9. Tasks and Learning Activities

Jigsaw partner pair up. Have students organize themselves into groups based on their study number. Point to areas of the classroom where students will join others who had the same study. The studies are numbered 1-6 on the top of the page. “When you get to your location and meet up with people who have the same study as you I want you to come up with a succinct summary of your study that you will share with the class. Keep these questions in mind while blending your summaries-Where did the study take place?Who were the subjects in the study?What was the outcome of the study?”

10. CuesSpecific to task/learning activity.General to Standard Operating Procedures in your

class.Mostly behavior focused.

Can be General:Work Together, Summarize your studyOr Specific to Learning Outcomes:

Where did the study take place?Who were the subjects in the study?What was the outcome of the study?”

10a. DifferentiationWhat can be done to challenge all learners?What changes can you make to help lower level students succeed at this task?

Closing Activity/Culminating Experience:

What needs to be reflected upon, summarized, or discussed to help reinforce the lesson’s objectives? Could be a review, activity or task.

Closing Activity: Exit Slip- “I am bringing you a blank piece of scrap paper. Don’t be concerned with the underside it is just scrap paper that I am reusing. On the paper write your name and the period. Then answer the following question- How can you use the acronyms FED and MEALS to be a better friend? Think of a good friend. What qualities do they have that you admire?” Write the questions on the board or include in the PowerPoint. Collect the paper as students leave the classroom.

12. Review Questions (Not necessarily verbal) for Students: Assessment

Opportunity .a) What is the importance of social support?b) How can social support help you in your lives?c) What are things you do for your friends to increase their social support?d) How can you use the acronyms FED and MEALS to be a better friend or family member?e) What qualities would you want in a friend?

13. Teacher ReflectionTo be completed after the lesson takes place.a) How did it go? b) What worked well? c) What didn’t work so well?d) What changes will I make for next time?

What are some ways to motivate students?

What are ways we keep our students motivated to

learn in health?

1. Explain- Rigor and Relevance2. Reward- Extrinsic motivators Can extrinsic condition intrinsic?

3. Care4. Encourage active participation5. Teach Inductively- encourage students to draw their own conclusions6. Satisfy Students Needs- Developmentally appropriate- change tasks… basic needs7. Make Learning Visual- pictures and multimedia8. Use Positive Emotions9. Energy Sells!