TEACHER: Dulce Roque DATE June 17, 2017

OBJECTIVE: Health Information GRADE LEVEL: 12th Grade

Objective/Purpose: Students will be presented with the idea that health issues/concerns they experience or witness
on a daily basis may be significantly affected by media. Students will be able to explain in what ways they are
affected and provide specific examples.

115.33. Advanced Health, Grades 11-12 (One-Half Credit).

(4) Health information. The student investigates and evaluates the impact of media and technology on
individual, family, community, and world health. The student is expected to: (B) explain how technology has
impacted the health status of individuals, families, communities, and the world.

Materials/Resources/Equipment Needed:

Computer (with access to internet), PowerPoint, Presentation Boards/Supplies (markers, paint, ect.)

Instructional delivery (What information is essential for the student to know before beginning and how will this skill

be communicated to students? This is the section where you explicitly delineate how you will present the lesson.

Direct instruction? Small group? Centers? The instruction could include a variety of instructional delivery methods.)

Instruction will be delivered through whole class discussion and small group presentations. It is important that

students understand and can elaborate on the positive and negative impacts that media has on health overall.

Anticipatory Set (ENGAGE): (Before you dig intothemeatofyourlessonsinstruction,setthestageforyour

students by tapping into their prior knowledge and giving the objectivesacontext. Whatactivitieswillyou

use to focus students on the lesson for the day?)

ESTIMATED INSTRUCTION DURATION: 5 minutes

Direct Instruction: Class discussion

Tools: Internet, Projector

Tasks: Students will be presented with the following questions upon entering classroom Do we perceive
health issues differently because of media and technology? What are some ways (positively or negatively) in
which health has been impacted through media or technology?
Class will review the following video as a group:

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Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)
 https://www.youtube.com/watch?v=c

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Strategies: Students will be asked to make personal experience connections and discuss, as a class, of any other
examples of media impacts on health. Is there any other music or shows, for example, they think has influenced
health in communities or the world?

(EXPLORE): students encounter hands-on experiences in which they explore the concept further. They receive little
explanation and few terms at this point, because they are to define the problem or phenomenon in their own words.
ESTIMATED INSTRUCTION DURATION: 5 minutes

Direct Instruction: Group instruction

Tools: Dry Erase Board

Tasks: As a class, students will brainstorm health issues affected by media.

Strategies: Five of the health issues presented will be chosen, students will be gathered in groups of four the
collected health issues will be assigned one per group.
Model (EXPLAIN): (If you will be demonstrating the skill or competence, how will this be done and Guided Practice:
(Under your supervision, students are given the chance to practice and apply the skills you taught them through the
instructional delivery)

ESTIMATED INSTRUCTION DURATION: 8 minutes

Direct instruction- Group instruction

Tools: Health Issues/Risks/Concerns Examples Handout, Impact Questionnaire Rubric (There will be a set of
questions provided for media impact and one for technology impact although questions can be used
simultaneously, as seemed necessary by students), Dry erase board

Tasks: Students will review and understand the provided rubrics.

Strategies: Teacher will review the rubrics provided with the class, and together develop an example using one
of the rubrics, answering any student questions/ doubts on the rubrics along the way. The teacher will write
down the example on the dry erase board and leave up for student reference in following activity.
Independent Practice (ELABORATE): (List the assignment(s) that will be given to the students to ensure they have
mastered the skill without teacher guidance.)

ESTIMATED INSTRUCTION DURATION: 10 minutes

Direct Instruction: Group instruction

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)

Tools: Health Issues/Risks/Concerns Examples Handout, Impact Questionnaire Rubric (There will be a set of
questions provided for media impact and one for technology impact although questions can be used
simultaneously, as seemed necessary by students) **questions attached** , computer with internet access

Tasks: Students will review and understand their assigned health concerns and media/technological impacts.

Strategies: Working with their assigned group and health issue/concern the students will 1) discuss what they
believe the issue is and how it is impacted by media/technology and 2) answer rubric questions provided: Is
the health issue you provided local? Where has this health issue presented?

IF IMPACTED BY MEDIA: What kind of media has your health issue presented (internet ads, commercial ads,
billboards)? What population is this media directly targeted to (children, parents, specific age range)? What
message is the media trying to get across, what is the purpose of it? Has the impact from this media been
positive or negative? How so?

IF IMPACTED BY TECHNOLOGY: What forms of technology have been used or developed in connection to
your health concern/issue? What seems to be the purpose of this technology? Is there any cons to the
technology provided? What is the overall impact this technology has had on your health concern?

Students will put together a visual presentation on the information gathered and hang up in gallery.
Check for Understanding (EVALUATE): (Identify strategies to be used to determine if students have learned the
objective FORMATIVE.)

ESTIMATED INSTRUCTION DURATION: 10 minutes

Direct Instruction: Group instruction

Tools: Health Issues/Risks/Concerns Examples Handout, Impact Questionnaire Rubric (There will be a set of
questions provided for media impact and one for technology impact although questions can be used
simultaneously, as seemed necessary by students), presentation boards/materials (markers, scissors, etc.),
Computer with access to Internet, YouTube, and PowerPoint.

Tasks: Students will demonstrate understanding of their assigned health issue/concern and the impact of
media/technology.

Strategies: Class discussion, students will share their gained information and exchange examples with other
groups, provide any additional input/suggestions to other groups.
Closure: (What method of review and evaluation will be used to complete the lesson? How will you wrap up the
lesson by giving the lesson concepts further meaning for your students?)

Teacher will review student group projects, allow time for classroom gallery walk and evaluate visual work
through capability of understanding from other students (those not familiar with the specific health issue),
Teacher will also review rubric submissions for understanding.

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)