Brie Gutzman Subject: Health Periods: 1st & 3rd, 9-12 graders Date: Jan 22nd-24th, 2014

Unit 1: Decision Making/ Goal Setting Lesson Plan 1 Lesson Topic: Total Health, What Affects Your Health?
Curriculum Standards: Standard 1: Students will demonstrate knowledge, skills, and strategies related to mental and emotional health to enhance self-concept and relationships with others. Objective 2: Identify strategies that enhance mental and emotional health. OBJECTIVES Content Objectives

Learning Objectives

Physical, social, mental/emotional health The health continuum of wellness Influences on personal health: Heredity, environment, attitude, behavior, media & technology SWBAT Define vocabulary terms and provide examples in their journal Group factors that influence different areas of their personal health Choose personal traits that they have in specific categories of health Select the main ideas from the information given then present the data to the class SWBAT Rewrite definitions for key vocabulary terms and provide examples in their journal Draw visual representations of 3 things that affect each area of their health Evaluate their wellness by writing down traits they have and placing themselves on the wellness continuum Connect with peers by talking about common traits they share Read and interpret data from a article to present to the class Listen to class instruction and complete class activities that involve writing, speaking, and reading

Language Objectives

Materials: Wellness worksheets 1: Evaluate Your Lifestyle & 2: Wellness Profile Your Total Health PowerPoint Your Health Triangle worksheets Article excerpts for each group topic Markers, colored pencils, or crayons Plain paper for each group Student journals **Homework Due: Signed disclosure from last class Starter: Have students grab their journals when they get into class. On the board write STARTER with the prompt, In your journal write the date then define health and what it means to you, (4-6 sentences). Class Procedures: Vocabulary Terms in Journal From PowerPoint After students work on their self-start ask for a couple of students to share what they wrote. Point out things you like and agree with to give students a sense of what we will be talking about today. Then have students label the page Unit 1: Lesson 1- What affects your health? then write the following words on that page in their journal: Health, physical health, mental/ emotional health, social health, and the health continuum. Students should leave enough space to write the definition of the words and any examples mentioned in the PowerPoint. Explain that they are to write this information down as you go through the slides. Go over the PowerPoint Your Total Health as you go through provide insight and ask questions about the topic. Also, remind students what they should be writing down so they are clear on what is expected. Your Health Triangle When you get to the slide that says Task 1: Your Health Triangle you will need to pass out the worksheet and coloring materials. Read through the instructions and ask a student to repeat back to you what they are supposed to do. Give the students about 5-10 minutes to work on this task. Wellness Profile Worksheet Then continue resume going over the PowerPoint. The next slide is the Health Continuum read over this slide then pass out the wellness worksheet Wellness Profile. Have students complete the worksheet individually then share their results on the first side of the worksheet with a partner. If their partner wrote down different traits that they also have then have the students write them on their paper as well and put a star next to the trait. Give students about 5-10 minutes to do this but provide structure when needed. Each partnership share if they had traits that were common and write a list on the board to show the similar traits students have. Also, ask students to raise their hands if they had a really high score for wellness, then those that feel they have a really low score of wellness. Ask if anyone has any questions or if they found anything interesting from the worksheet. What Influences My Health Graphic Organizer in Journal

Now go back to the PowerPoint and talk about what influences our health. Have the students write the following in their journals. On the board draw a circle in the middle and write, What influences my health? Then draw 5 circles that are stemmed out from the first circle they should be labeled: heredity, environment, attitude, behavior, media & technology. Tell students that they should write the definition and examples as we go through the slides. Group Work- Health Effects of Media on Youth Article When you get to the slide that talks about the article Health Effects of Media on Children and Adolescents students will be divided into 6 groups. Each group will be given some information on their topic, a paper, a marker, and some groups a graph. Before you put the students into groups do an example and model what they are supposed to do. Be the group sex and display what is expected. Say I read through my information and picked the main ideas to write on my paper with a marker. I interpreted the graph and understand what it means. Now I am going to present my graph and facts to you. Students will know exactly what to do when they are split into groups. Evaluating Your Lifestyle Worksheet After each group has presented go to the last slide of the PowerPoint. This slide says understanding health influences and test! The test is really the worksheet Evaluating Your Lifestyle hand out the worksheets to the students and have them work on the evaluations individually. Go over some of the categories and discuss them with the students. If they dont finish their evaluations have them take them home for homework. This worksheet will be graded on completeness. Assessments: Self-start in journal Vocabulary terms in journal 3 worksheets: Wellness profile, your health triangle, & evaluate your lifestyle Graphic organizer What influences my health? in journal Group presentation of topic Homework: Unfinished worksheets Enrichment Tasks: Those who finish everything early will have the opportunity to complete one of two extra credit assignments that are available for this unit. Remediation Strategies: I will be available to provide individual support. Peers can be used to support students also. There is a visual for each activity on the board for students to refer to. Repetition is used to stress key terms and concepts. Students will participate in multiple activities with the content to ensure that they are exposed to the content in different forms more than once. ELL Support: Emphasizing the important vocabulary that is covered multiple times throughout the unit. Utilize different strategies to help students understand and learn these terms in a real context.

Strengths of the Class: The students seem to like me as their teacher, and therefore respond well to instruction. There are a variety of students from multiple backgrounds and cultures. The majorities of the students are engaged and participate in class material. The students participate in group work and generally contribute to a safe learning environment for all students. Unique Needs of the Class: There are ELL students who need extra support, such as a hardcopy of whatever is put on the projector, and additional instruction. There are a couple of students with disabilities whom also need accommodations. Some accommodations include extra time on tests, typing notes instead of writing, hardcopies of projector sheets, etc. Some students display behavior problems. I have chosen to implement particular methods to address the issues that are presented; these methods need to be followed. I have decided to implement visual cues, individual confrontation, and providing engaging lessons/ activities to deal with behavior problems. Reflection: This lesson was on the first two days of class. The first day I did an activity where each student had to stand say their name and answer one of the questions on the board. I loved this activity because it introduced everyone to each other and was the first step to developing relationships with my students. It made me excited for the semester. I have to say I was really nervous to experience a first day of a class and it went better than I thought it would. My STE told me that the first day of class was the most important day because it sets the tone for the rest of the year. I understand that it is important however I did not feel the need to be stern or strict the first day because there werent any behavior problems. I notified students of expectations and class procedures but for the most part behavior problems will be handled on an individual basis when they arise. For the most part this lesson went well both the first day and second day I taught. The students were engaged and on task. They asked questions and I was surprised that many of the students felt comfortable sharing comments even though it was a new class.