National Health Education Standards & Benchmarks

Unit: Reproductive Health

Day in unit: 1

Health Education Lesson Plan

Name: Claire Poad Lesson Title: Introduction Grade level(s)/Course: High School Health Date taught: Monday, December 9th

CONTEXT FOR LEARNING

Textbook or Instructional Program referenced to guide your instruction (if any) include Web Resources Title: Quiz Revolution Publisher: http://www.quizrevolution.com/ch/a162368/go Date of Publication: 2012 District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction. Cooperating teacher and student will need to sit in the back of the room so as to not disrupt the other students from learning. Amount of time devoted each day or week in your classroom to the content or topic of your instruction. 45 minutes Describe how ability grouping or tracking (if any) affects your planning and teaching of this content. Grouping will most likely be at random to start off the unit until I learn more about my students. Once I know my students better, grouping will diverse personalities so that all groups are balanced. List any other special features of your school or classroom that will affect the teaching of this lesson. There will be many colorful and various posters around the classroom to influence learning.
INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS

Total students: 18 Special Needs Categories Students with IEPs Number of Students 2

Males: 9

Females: 9

Accommodations and/or pertinent IEP Objectives Hard of hearing: She may use a variety of communication methods, including lip reading, cued speech, and different degrees of sign language for comprehension. She is very good at lip reading so an aid is not needed. For teaching, I will use many hand gestures and some degree of sign language so it makes it easier for her to comprehend what Im saying. Autism: Below

English Language Learners Gifted and Talented

504

Autism or other special needs (EmotionalBehavioral Disorders)

He will always keep his I-pad with him. On his I-pad he keeps his daily schedules. He may type in any information into his I-pad. He still has an aid with him, so for in class group work, she will be

involved. For tests, he has the option of taking it in a separate room.

INFORMATION ABOUT THE LESSON

Content Strand NHES Standard 1- Students will comprehend concepts related to health promotion and disease prevention to enhance health. Enduring Understanding and/or Essential Question This will be the first day of the unit. As I explain my expectations, the students will be thinking about his/her future effort and commitment to the class. The students asking questions during the expectations talk will be essential in knowing they are will show effort for this unit. GLE(s) DOK 1.12.1Predict how healthy behaviors can affect health 1 status. 1.12.5 Propose ways to reduce or prevent injuries and health problems. 1.12.9 Analyze the potential severity of injury or illness if engaging in unhealthy behaviors. 5 9

Outcome(s) Cognitive: After review their pre-tests, the students will be able to analyze their mistakes and take note on where they are standing as far as their current knowledge. The student will correct and wrong answered questions Affective: The student will ask questions after the discussion on classroom expectations to further their knowledge on what the class will bring, what the assignments consist of, and their attitudes and feelings on sensitive subjects. Psychomotor: The student will write down things they know and things they want to learn in the boxing activity that they are introduced to. Academic Language related to the lesson Boxing, Human Immunodeficiency Virus, Perinatal Transmission, Sexually Transmitted Infection, Oral Contraceptives The process terms Pre-Test, Classroom Expectations, Current Knowledge, Future Knowledge

Prior Learning/Prior Thinking Their prior thinking is included in the pre-test. Hopefully by taking this test before the unit, it will get their minds going on what to expect and what we are trying to aim for as a class. Some things that we need to be careful of is that this is a touchy subject. A student may or may not be affected in some way with the discussion and lesson we will be having.

PRE-ASSESSMENT
Before the lesson My pre-assessment will be taken before the unit starts. It will include a survey of different reproductive questions mainly about HIV. It will be ten multiple choice/true and false questions. By answering these questions on their present knowledge of reproductive health, I can see where each of my students land on their familiarity.

Pre-assessment that will be used

National Health Education Standards & Benchmarks

Unit: Reproductive Health

Day in unit: 1

Please circle the correct answer: 1. How is HIV transmitted? A. Touch B. Saliva C. Only through sexual intercourse D. Blood, semen, vaginal fluids, and breast milk 2. How often is HIV transmitted from the mother to the child? A. 100% of the time B. 25% of the time C. If HAART is received, 2% of the time D. 50% of the time 3. People with HIV should not worry about their reproductive health. A. True B. False 4. When can perinatal transmission (mother to child) of HIV occur? A. Only during breast feeding B. It cannot occur C. During pregnancy, delivery, labor, or breastfeeding D. Only during breastfeeding and labor 5. Using oral contraceptives will protect you from HIV and other STIs. A. True B. False 6. Who should be tested for HIV? A. Those who are highly sexually active B. People who do not use a barrier from contraception C. Everyone D. Only those who have multiple sex partners 7. Two condoms can be used in order to make the contraceptive method more efficient. A. Yes, two condoms are better than one B. No, only one should be used 8. Should HIV+ women be taking birth control? A. No, they do not need it B. Yes, they should be given birth control options 9. HIV+ women do not have to worry about going through pre-menopause and menopause. A. True B. False 10. What birth control options do women with HIV have? A. None, they should not be on birth control B. Only condoms C. Many options, but they should talk to their health provider

BEGINNING OF THE LESSON Content Introduction Activity

NHES Targeted - 1

Time: 5 minutes Activity Description: Discuss class room expectations This will include attitudes and behavior during sensitive subjects. I will explain to them that we dont know if a student is or was affected by these topics in any way. We will have positive attitudes and always stay appropriate during daily lessons, especially for role play. Materials needed: none
See supporting materials

Content Development Activities

NHES Targeted - 1

Activity #1
Time: 15 minutes Activity Description: Review the pre-test This will be a great way for not only me to know where my students are in their current knowledge, but great for them as well. We will go over each question individually and talk about any questions or problems students had with them. Materials needed: The pre-test
See supporting materials

Activity #2
Time: 15 minutes

Activity Description: Boxing activity The students draw a box in the center of a page. They then draw a smaller box inside the first box. In the outside box the students print what they know about the topic. In the inside box the students print what they want to learn or what their goal in the unit is. Materials needed: A piece of paper, a writing utensil

See supporting materials

Activity #3
Time: 10 minutes Activity Description: Discuss total points for each assignment, test, and quiz I will go over the assignments we have to complete throughout this unit. Any questions about what the assignment consist of and the total points for each assignment should be asked at this time. Materials needed: none

EMBEDDED ASSESSMENT
Informal Formative Assessment used during the lesson
We will go over the pre-assessment during class and talk about what we struggled with and hat we were great with. How many questions they answered right is how I will judge their depth of the knowledge.

Informal Formative Assessment

I will be looking for questions being asked. When this happens, I know my students care and what to know more.

Formal Formative Assessment used during the lesson

The pre-test review, the boxing activity, discussion of class room expectations, questioning, and participation will all be used as assessments during the lesson. See supporting materials

CLOSURE ASSESSMENT
Closure: Questions and Answer Question # 1 Did reviewing the pre-test help you understand each question and answer? How? Desired Student Response Yes, it helped me understand why the questions had the answers they had. Question # 2 Why do you think I included the boxing activity today? Desired Student Response To see where we as students land on our current knowledge of what we already know and to see what we would like to learn. Question # 3 In what ways do we need to act throughout this unit? Desired Student Response Sensitive to all topics and caution to what kinds of things we say about the subject we are on.

In-formative in class assignment description:

NHES Targeted - 1 Their boxing activity will be the in-formative in class assignment.

Formal end of class assignment description:

NHES Targeted - none No take home assignment will be issued for day #1.

National Health Education Standards & Benchmarks

Unit: Reproductive Health

Day in unit: 1

LESSON PLANNING CHECKLIST

Does the plan logically lay out what you will say and do? Did you include specific questions you will ask to invite, guide, and develop students thinking throughout the lesson? What strategies will you use? Have you included how you will set expectations for student behavior before and during the lesson (picking up materials; collaborative work time; listening behaviors, moving from one place to the next, etc.)? If students work in groups, have you included how you will group them and why that approach is appropriate to their learning needs? Have you specified how you will ensure students understand the academic language needed to succeed during this lesson? What content-specific vocabulary will you be introducing and how will you introduce it? Do you plan for guided work so that students must use the ideas/skills they learn? Do you plan for students to independently work with or apply the ideas/skills? Do you include how you will differentiate for the varying needs of diverse students (gifted/remedial; ELL; social/emotional)? How will you collect evidence of students thinking and learning (formative assessments) during the lesson? Lesson Reflection
1. As I reflect on the lesson, to what extent were students/clients productively engaged? (Brief description of how they were or were not productively engaged.) 2. Did the students/clients learn what I intended them to learn? (list objective) Were my instructional goals met? How do I know? Or how and when will I know? 3. Did I alter my goals or my instructional plan as I taught the lesson? Why?

4. If I had the opportunity to teach this lesson again to this same group of students/clients, what would I do differently? Why?