Lesson Plan Template

NEPF + Components of an Effective Lesson Hybrid

Name Monica Chavez

Grade Level Kindergarten

Subject Area Health

Main Topic Personal Health

CCSD Standard 1.2.1

**Be sure to include any strategies, resources, and/or technology that will be used to answer the question where
appropriate. You should have a technology tool integrated into each effective lesson component.**

Standard 1: Learning Purpose and Connections

What will the students be learning?
What are the big concepts for the lesson?
How will students know the objectives for the lesson? [Daily Objective]
How will students know the purpose and relevance of the lesson?
What resources/technology will help students make connections to previous learning? [Daily Review]
How will students receive feedback for their review?
How will students build their current knowledge?
How will the lesson be introduced? [Introduction]

Standard 1: Learning Purpose and Connections

Big Concepts:
o Personal Health:
o Nutrition (Five parts of a healthy meal: Protein, grains, dairy, fruits, and vegetables. Foods that are not good for us: Sweets, junk food, fast
food.)
o Physical activity (Sports, playing outside, 30 minutes each day)
o Hygiene (Brushing your teeth, floss, showering, washing your hands)
Objectives:
o Typing out the objectives clearly and largely that will be shown on an Electronic Whiteboard so every student can see and the board will make
students aware of the objective, but the teacher will also read the objective out loud in the beginning of the day
o Students will be able to explain good eating habits, good hygiene, and ways to be physically active.
Purpose:
 o Persuade students about their Health to understand the purpose of the lesson
o Impact their decisions on which foods to eat, being physically active, and practicing good hygiene
Make connections:
o Playing Kahoot! to engage them as they compete against their peers
Feedback:
o Students receive points as feedback from the Point system of the game
o Correct answers gain points so the student feels rewarded by knowing an answer
o Incorrect answers receive no points and shows the correct answer so they can see what the correct choice was
Current Knowledge:
o Students will use their current knowledge by playing Kahoot! to see what they know about Health
Introduction:
o To introduce the lesson, the teacher will present a video from YouTube on a SmartBoard that goes into how to take care of your Personal Health

Standard 2: Learning Tasks and Cognitive Demands

How are students supported in achieving the learning goals?
What Depth of Knowledge levels will students experience in the learning tasks?
How will students be supported to experience deeper learning? Address any SPED, Gifted or ELL students [Concept and Skill
Development and Application]
How will students be challenged to advance their thinking and skills? [Concept and Skill Development and Application]

Standard 2: Learning Tasks and Cognitive Demands

DOK: Questions to enhance the depth of knowledge.
o What are the five parts of a healthy meal? (DOK 1)
o Classify what food object goes into what category. Ex) Carrot goes under the Vegetable category (DOK 2)
o Tell me how long you should try to be physically active each day. (DOK 1)
o Where do we practice good hygiene? (DOK 1)
o Why do you think we have to take care of our Health? (DOK 1)
Support:
o Visual: Use the Computer, Pechakucha, and the video
o Auditory: By the video, and chatting with others
o Kinesthetic: Creating item dealing with Health
o SPED: Have mobile devices like tablets to play games from downloaded apps about Health and typing programs
o ELL: Make notecards with unfamiliar words then show a picture or bring in the item to help them understand more, then having them repeat the
word and use the word. Ex) Write toothbrush on the blank side of the notecard with the definition on the back saying A small brush with a
large handle, used for cleaning teeth. Show a toothbrush and have them talk to another student using the word. I have a purple
TOOTHBRUSH.
o Gifted: Going through the journey of Zunal to help a young boy get well again by reading about what can make him sick and writing to him about
how to get well.
Standard 3: Engagement Strategies and Discourse
How will students engage in interactive dialogue and/or discussions? [Guided/Independent/Group Practice]
How will students develop their skills in argumentation, explanation, and critique, using logic/evidence to support or refute a claim or
position?
How will students use multiple representations of concepts in their thinking? (i.e., graphic organizers, visuals, drawings, concept maps, videos,
simulations, data formats)
What opportunities will students have to use their personal experiences and knowledge to connect to the new concepts and skills?
How will students collaborate with each other?

Standard 3: Engagement Strategies and Discourse

Develop skills:
o Students will be placed into groups based on what they think is the most important part of Health and why
o Each group will stand up and explain their point while other groups wait respectfully
o After a group explains their reasoning, students on other teams will raise their hand stating what they like did or did not like about the
presentation
Representation:
o The teacher will have students go to Paint on Word and tell them to close their eyes and think of what they hear when they hear the word
Health
o Students then will create an image on Paint of what they imagined (shower, washing hands, sports, food, heart, etc.)
Opportunities:
o Students can learn to physically do the activities such as:
o Brushing their teeth and flossing (use hand motion moving in circles and pull string back and forth where their mouth is)
o Washing their hands (teacher passes around hand sanitizer to each student and they rub their hands for 20 secs)
o Coughing in elbow (pretend to cough and do so into their elbow, while teacher ensures each student does so correctly)
o Physical activities (jumping jacks, push ups, racing outside, playing outside)
Collaborations:
o To excite the students and get a chance to collaborate with other students, the teacher will allow students to Video chat with other Kindergarten
classes about what they have learned so far. Ex) Hi! Did you know vegetables keep us skinny?

Standard 4: Student Understanding of and Responsibility for Learning

How will students reflect on their learning progress through structured metacognitive activities?
How will students reflect on the learning goals, the performance criteria and purpose of the lesson?
How will students share their progress?
How will students be supported in revising their learning strategies based on their progress?

Standard 4: Student Understanding of and Responsibility for Learning

Reflect:
o Creating a Quizlet will have students reflect on the learning goals. By making the Quizlet they will meet the goals of the amount of times they
 should brush their teeth, floss, and wash their hands by making this a question. Making the quiz will enhance their knowledge of how to take
care of your Health because they have to think of ways, which will make them take care of theirs.
Progress:
o On Todays Meet the question Why is Personal Health important to know? will appear
o Students will all be on the computer and respond with their ideas. Exs) To stay healthy! Not get sick. Feel good. Know how to brush teeth,
shower, wash hands, what to eat.
Support:
o Students will be supported by the teacher providing a model, giving positive feedback but encouraging students to add more details on Todays
Meet so students will see the responses as they type.

Standard 5: Assessment Integrated into Instruction

How will student progress be assessed?
How were student pre--assessments or work samples used to plan this lesson?
What evidence of student learning will be generated during the lesson? (i.e., writing, one--to--one conferencing, discussions with peers,
instructional tasks)
How will students receive formative feedback?
How are instructional adjustments made based on student formative assessment results?
What homework will be issued to support the lesson. [Homework]
How will the lesson be closed? [Closure]
How will the lesson be reviewed? [Long-term Review]

Standard 5: Assessment Integrated into Instruction

Pre-assessments:
o Pre-assessments from Kahoot! showed the level that the students were and where to start the lesson
Student Learning:
o To make sure students understand the lesson, they will be required to write about what they learned about Health
Formative Feedback:
o Students will go on Khan Academy and take a test on Health
o They will get feedback after the test and can play games or watch videos to help them understand the lesson concepts more
Instructional Adjustments:
o The teacher will enhance the amount of time for students to do their writing, work, or test depending on what the students formative
assessments results are out of what the teacher expected them to be.
Homework:
o Worksheets (Circle fruits, circle vegetables, make a plate of the five parts of a healthy meal, draw you being active for 30 minutes, draw your
bathroom)
o Books about Health
o Project (Using a 3D Printer in class, the students will make an item about Health and present why it is needed) Ex) Sink, a sink is needed because
we brush our teeth and wash our hands here
 Close Lesson:
o Tell students that everything they did today was to earn the prize at the end of the lesson. The prize they will be able to take home and show
their family.
o Give students a bag with hygiene items (toothbrush, toothpaste, floss), bag of sliced apples and mini carrots, Frisbee and book of Health
Review:
o Explain how PechaKucha works and that when a picture pops up, raise their hand if they know what the picture could talk about
o Teacher will call on students and listen to their response
o After listening to response, teacher will tell student Yes, great job! and add any details the student left out or explain more in depth to practice
more memorization
o Once PechaKucha finished go over the daily objective again and ask Can we explain good eating habits? Yes! Did we learn about good
hygiene? Yes! Do we know ways to be physically active? Yes!