DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION

UNIT PLAN TEMPLATE Semesters 1& 2

Teacher Candidate: Janice Cannata Content: Health-Healthy Self Esteem

Step 1 DESIRED RESULTS
A. Utah State Core Curriculum Standard

Standard 1

The students will learn ways to improve mental health and manage stress.
Objective 2
Recognize why acceptance of self and others is important for the development of positive attitudes.
a. Determine the benefits of accepting self and others.
b. Determine the benefits of having positive attitudes.
c. Describe the relation between acceptance and attitude.


B. Enduring Understanding/Big Idea

Self-esteem refers to how we feel about ourselves.
People with healthy self-esteem have positive attitudes.
Consider the role that healthy self esteem plays in a healthy life.

C. Concepts

People with healthy self esteem do not take others negative impressions of them too seriously. C1
People with healthy self-esteem feel capable and competent in areas they feel are important. C2
People with healthy self esteem can set goals and work towards them with optimism and humor. C3
People with healthy self-esteem are realistic about their strength and weaknesses. C4


D. Skills

Students will develop a sense of self, and develop and use skills to communicate ideas, information, and feelings. S1
Students will directly compare two objects with a measurable attribute in common to see which object has more of/less of the attribute, and
describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. S2
Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living thing.
Differentiate between the five senses and related body parts. S3
Use a variety of media and materials to create drawings, pictures, or other objects. Identify and express ideas and information through the
creation of visual art (e.g., drawing, painting) S4
Students will recognize their roles and responsibilities of being a good citizen. Demonstrate appropriate ways to behave in different
settings.Demonstrate positive relationships through play and friendship. S5


E. Essential Questions/Guiding Questions
Why is it important for me to understand what my likes and dislikes are? Why is it important for me to understand what my strengths and
weaknesses are?
How does graphing the likes and dislikes of my classmates tell me more about their concepts of self-esteem (How they feel about themselves)?
How does this help me to have a more positive attitude towards my classmates? How does this help me understand how many are alike and
how many are different?
How does caring for our body by engaging in proper amounts of exercise, good nutrition, and adequate amounts of self reflect a positive or
negative self esteem? How does our personal hygiene reflect how we feel about ourselves?
How much do you know about the Miracle of Life, and how are bodies are formed?



Step 2 ASSESSMENT EVIDENCE

Talk to students about resiliency and what it means to not take other negative impressions of them too seriously. Take formative assessments of
their understanding of resiliency. C1
All About Me College assess for students understanding and the ability to recognize their strengths. C1
Ask students to create a list of goals with a timeline. Assess their ability to set and reach goals through teacher guidance. C3
Students will make a t-chart of pictures that describe their strengths and weakness. Picture charts will be evaluated for students understanding
of their strengths and weaknesses. C4

Step 3 INSTRUCTIONAL STRATEGIES & LEARNING ACTIVITIES

Fill out a questionnaire such as I like I do not like S1
Make graphs about what the class likes and dislikes. S2
A lesson will be taught along with an age appropriate video about health and nutrition. The question will be asked, How can we best take care of
our bodies? A healthy eating, exercise, and teeth brushing program will be tracked for one week. S3
Each child will bring a type of music genre that best describes their personality. S5
Each student will create an All about me College to share with the class. S6
Each student will make a contract that states they will volunteer to help out and serve in their families. Some ideas could include help take care
of a younger sibling, set the table, take out the trash etc. S7
Read appropriate stories about self acceptance and attitude. S8




Adapted from: McTighe, J., & Wiggins, G. (2005). Understanding by design, 2
nd
ed. Alexandria, VA: ASCD.; Ainsworth, L. (2003). Unwrapping
the standards: A simple process to make standards manageable. Denver, CO: Advanced Learning Press.



































DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION
UNIT PLAN TEMPLATE Semesters 1& 2
PLANNING TEMPLATE

Step 1 DESIRED RESULTS
A. Utah State Core Curriculum Standard
Provide the core standard as written by USOE

B. Enduring Understanding/Big Idea
Aligned with the Utah State core standard.
Is written in student-friendly language (can the students understand it?).
The key generalization or enduring understanding students will take with them.
Identifies the larger concepts you want students to wrestle with and understand at a deep level across time and cultures.
Is brief (5-10 words is best).
Is conceptual.


C. Concepts
Based upon the Utah State Core standard, what do students need to know?



D. Skills
Based upon the Utah State Core standard, what will students be able to do?



E. Essential Questions/Guiding Questions
Are used to guide assessments and instruction.
Invite students into the learning process.
Are open-ended, yet focus inquiry into a specific topic.
Non-judgmental, but answering them requires high-level cognitive work.
Succinct a few words that demand a lot.
Contain emotive force and intellectual bite (e.g., Whose America is it? When are laws fair?)




Step 2 ASSESSMENT EVIDENCE
Are listed according to concepts and skills.
Focus on assessments that require students to demonstrate their understanding.
Must align with enduring understanding/big idea.
Include scoring guides/rubrics for performance assessments.
Utilize the Six Facets of Understanding (explanation, interpretation, application, perspective, empathy, & self-knowledge).
Utilize expository/persuasive writing and oral communication (speech, debate, presentation, etc.)
Are developmentally/age appropriate.






Step 3 INSTRUCTIONAL STRATEGIES & LEARNING ACTIVITIES

Using each concept and skill, list the instructional strategies and learning activities that will provide students with the information and
activities that will allow them to proficiently understand the enduring understanding/big idea and are aligned with the standards-
based assessments.
Are developmentally appropriate for the age and grade-level.
Utilize research-based strategies that produce high-yield results.
Utilize the Six Facets of Understanding (explanation, interpretation, application, perspective, empathy, & self-knowledge).
Utilize expository and persuasive writing.
Focus on strategies and learning activities that have the students do the content



















Adapted from: McTighe, J., & Wiggins, G. (2005). Understanding by design, 2
nd
ed. Alexandria, VA: ASCD.; Ainsworth, L. (2003). Unwrapping
the standards: A simple process to make standards manageable. Denver, CO: Advanced Learning Press.