KIN 3609 Health Lesson Plan Format

Student Teachers: Patrick Gianelloni

Grade
level
3rd

Class
Size
26

Length of time
(min)
25
minutes
Lab School Teacher: Mrs. Faerber

Group # 9
Teaching
Date
10/26/2015

Lab School
Teacher
Mrs. Ayres

Room #
115
building C

Content Area (Scope & Sequence):

Growth and Development
Health Goal (Scope & Sequence):
I will be glad that I am unique.

Standard(
s):
Benchmar
k(s):

NHES (SHAPE America) & LHES (Louisiana)

#1 Students will comprehend concepts related to health promotion and
disease prevention to enhance health.
1-E-2: Discuss the relationship between healthy behaviors and personal
health.

GLE(s):

1-E-2.2: Explain how personal health behaviors affect individual well being.

LEARNING OBJECTIVES (TLW) Who? Will do? How much? Of What? By When
Cognitive:
TLW be able to identify 3 qualities that make people different/unique by
the end of the lesson.
Affective:
TLW communicate positive suggestions to what makes individuals
special.
Psychomo TLW demonstrate how to identify unique, individual characteristics in a self
tor:
portrait.

ASSESSMENT/EVALUATION (TTW)
What method? Should match learning objectives:
Cognitive:
TTW assess students on their ability to individually identify 3-4 unique
characteristics that make an individual special.
Affective:
TTW assess students on their use of communicating positive qualities
that make an individual special at the end of the culminating acivity.
Psychomo TTW assess the students ability to correctly identify self-individualized
tor:
characteristics that make them special in their self portrait.

TEACHING MATERIALS (be specific and detailed):

Type:

Amount Needed:

Poster board or construction paper

30 pieces (26
students)

Crayons or markers
Poster board completed of teachers self
portraits

12 packs to share
2

SAFETY CONSIDERATIONS (address physical, emotional and social enviorment):

Physical: Make sure students dont resort to focusing on negative physical cahracteristics
that may lead to be-littling of other students.
Emotional: Students may feel like they have no positive qualities or talents. Focus on
finding good characteristics in every student.
Social: Students need to know that all students have great qualities. Each student needs
to be able to communicate appropriately with their peers regarding things that might
make someone different than others.
Concerns: What if student is adopted, lives with grand parents, or doesnt know one
parent?
What if they ask HOW they get their genes from their parents?

MODIFICATIONS/ACCOMODATIONS:
Focus on finding a diverse amount of special qualities, work past the obvious.
Students can write the words of their qualities if they have a hard time drawing it in their
self portrait.

INTEGRATION: (Identify the Subject and Describe how it relates or is used within the lesson)
Science: Explaining what genes are.
Getting genes from your parents to create your traits.

RESOURCES (e.g. websites, textbook including page #s):

Comprehensive School Health Education 8th ed. (scopes and sequencing chart) pg. 757
Youtube- Third grade heredity Learning about traits
www.education.com genes and dna
www.KidsHealth.org
www.PEcentral.com lesson planning ideas
www.scientificamerican.com identical twins are not identical

Anticipatory Set
Start time: 0:00
End time: 3:00

Procedures: Did you know that our body is made up of a

code?/instructions? This code is made of genes. Relating genes to
the instructions of a toy.
This code of genes tells our body what we will look like.
Each person has around 24,000 genes in their body!
We get half of these genes from our mother and half from our father.
These genes then combine to create you and your code!
No one in the world has the exact same coding as you. Thats what
makes you unique!
What is unique?
When you have something that is unique it is unlike most other
people you are surrounded by.

Instructional
Prompts &
Teacher Cues
-Have you ever
noticed that you
might have the
same hair color or
eye color as one
of your parents?

Reminders/
Organization
Students are at
their desk
clusters. Looking
at the front at
the teacher.

-If you have a

sibling, do you
have the same
code as them?
(No)

-What about
identical twins?
These siblings
One of a kind.
look exactly alike
and come from
the same mother
and father. (no)
Even they have
their very own
unique code.
Transition: Explain different types of physical traits. Followed by other ways to be unique.

Start time: 3:00

End time: 13:00

Instant Activity
Procedures: Discuss different traits that make us unique (physically)

Describe traits that are different for each person.

-Physical (ie. Eye color, tall/short, freckles, etc.)
What are other ways that we can define ourselves as being
unique?
-Talents/Skills (ie. Sports, singing, funny, good at school,
cooking, etc.)

Instructional
Prompts &
Teacher Cues

Reminders/
Organization

Its good to be
different.

Students are at
their desk
clusters. Looking
at the front at
the teacher.

Its what makes

you stand out from
everyone else.
These differences
can also help you
build stronger
freindships or be
better teammates

-Personality (ie. Good listener, helper, happy, hard worker, etc.)

-Likes (ie. Different foods, different tv shows/movies, going
shopping, going to the beach, thinking that your teacher is the
coolest person in the world, etc.)

or better big
brothers and
sisters.
(helping a friend
with their weakness
that is your
strength.)

Transition: Today we are going to draw a picture of ourselves, with as many traits that we have time for, that
make us special and unique. Focus on drawing things that are not just physical traits.
Culminating Activity
Instructional
Reminders/
Start time: 13:00
Prompts &
Organization
End time: 23:00
Teacher Cues
Procedures (Teacher Instruction)
Can you guys
Students are at
Each student will draw, color, and/or write on their self
remember some of
their desk
portrait.
the examples we
clusters. Looking
gave?
at the front at
Using as many different characteristics that make them
the teacher.
unique and different than everyone else. This will be a
picture that shows what makes you, you.

Make sure all characteristics you use are appropriate

and positive. This will be things that you should be
proud of, that make you different. Things that you are
good at, food that you like that others dont, being able
to roll your tongue, etc.)

Make sure they

give examples that
are not just
physical traits.

Transition: While one teacher is explaining the directions, the other teacher is passing out the paper and colors
for the students to use for their self portrait.
Procedures (Student Engagement):
Physical (ie. Eye
Students are at
Students will draw a self portrait. They will focus on adding things
color, tall/short,
their desk
that make them unique.
freckles)
clusters.
Talents (ie.
Working on their
They will demonstrate that they can give examples of positive
Sports, singing,
self portrait.
characteristics that make them unique.
funny, good at
school, cooking)
Transition: All students will collect the markers and crayons they used and put them back in their boxes. The
captain of the desk cluster, will gather all markers and crayons and bring them to the teachers.

Closure:
Start time: 23:00
End time: 25:00

Procedures:
What are three different types of general traits a
person can have to make them unique?
Raise your hand if you found out a new
characteristic about yourself (or one of your

Instructional
Prompts &
Teacher Cues
Personality (ie.
Good listener,
helper, happy,
hard worker)
Likes (ie. Different

Reminders/
Organization
All students
back at their
desk.
Looking at the
teacher.
4

peers) that makes you unique in a positive way.

foods, different tv
shows, going
shopping, going to
the beach)

Transition: