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Understanding
The Health Lesson
Plan Format
Agenda
Introductions
Why plan?
Quotes
Lesson plan by the numbers
Why lesson plan?
Liability
Administration
Keep objectives and goals clear
Keep aligned with standards
Stay aligned with cu...
“The Five P Principle”
Perfect
Planning
Prevents
Poor
Performance
“He who every morning plans the
transactions of the day and follows out
that plan carries a thread that will guide
him thr...
“In preparing for battle I have
always found that plans are
useless, but planning is
indispensable.”
Dwight D. Eisenhower
1. Heading
Theme of Instruction: Social Support,
Peer Relationships, FED, MEALS
Grade/Developmental Level: 8th
Grade
# of ...
2. Enduring
Understanding/Big
IdeaTeaching With the End in Mind-
By the end of the lesson what do you want
students to be ...
3. Lesson Objectives
Cognitive-
Standard # Benchmark/Source:______
Affective-
Standard # Benchmark/Source:______
Interdi...
Tips for Writing
Objectives
Objectives should specify four main things:
Audience - Who? Who is this aimed at?
Behavior - W...
Psychomotor-
well written objective
Given a standard balance beam raised to a standard
height, the student (attired in sta...
3. Lesson Objectives
Cognitive: Students will verbally recall the acronyms- FED and
MEALS when asked by the instructor. Gi...
National Health Education
Standards
http://www.cdc.gov/HealthyYouth/SHER/stan
http://www.sde.ct.gov/sde/LIB/sde/PDF/deps
Objective Writing
Review
Objectives should have-
Action- What will be taking place?
Students will demonstrate
Condition- W...
4. Needed Materials
What do you need
to accomplish your
objectives.
List all learning
materials.
Instant Activity
Activity students begin immediately
when they enter the room.
What will students be doing as they
arrive?...
5. Time and Transition
Include time and
transition plan for
every section from
instant activity on
Transitions are
where b...
6. Scaffolding
Building upon past lessons and tasks to
increase understanding.
Show developmentally appropriate
progressio...
7. Introduction to
Lesson
A) State Objective-
What will be covered in this lesson?
B) Anticipatory Set-
Why are we doing t...
Introduction to
Lesson:
A)State Obj. (What) The importance of effective
peer relationships will have a lasting impact on
s...
8. & 9. Tasks and
Learning Activities
What will take place to lead students
towards your objectives.
Should have multiple ...
8. & 9. Tasks and
Learning Activities
Jigsaw partner pair up. Have students organize
themselves into groups based on their...
10. Cues
Specific to task/learning activity.
General to Standard Operating Procedures in your
class.
Mostly behavior focus...
10a. Differentiation
What can be done to challenge all
learners?
What changes can you make to help
lower level students su...
Closing
Activity/Culminating
Experience:
What needs to be reflected upon,
summarized, or discussed to help reinforce
the l...
Closing Activity:
Exit Slip- “I am bringing you a blank piece of scrap
paper. Don’t be concerned with the underside it is
...
12. Review Questions
(Not necessarily
verbal) for Students:
Assessment
Opportunity .a) What is the importance of social su...
13. Teacher Reflection
To be completed after the lesson takes
place.
a) How did it go?
b) What worked well?
c) What didn’t...
What are some ways to
motivate students?
What are ways we keep
our students motivated
to learn in health?
1. Explain- Rigor and Relevance
2. Reward- Extrinsic motivators
 Can extrinsic condition intrinsic?
3. Care
4. Encourage ...
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Lesson planning

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Lesson Planning Document for HPE 448

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Lesson planning

  1. 1. Understanding The Health Lesson Plan Format
  2. 2. Agenda Introductions Why plan? Quotes Lesson plan by the numbers
  3. 3. Why lesson plan? Liability Administration Keep objectives and goals clear Keep aligned with standards Stay aligned with curriculum and pacing guide Develop well run, developmentally appropriate classes in which students are actively participating and learning
  4. 4. “The Five P Principle” Perfect Planning Prevents Poor Performance
  5. 5. “He who every morning plans the transactions of the day and follows out that plan carries a thread that will guide him through the maze of the most busy life. But where no plan is laid, where the disposal of time is surrendered merely to the chance of incidence, chaos will soon reign.” Victor Hugo
  6. 6. “In preparing for battle I have always found that plans are useless, but planning is indispensable.” Dwight D. Eisenhower
  7. 7. 1. Heading Theme of Instruction: Social Support, Peer Relationships, FED, MEALS Grade/Developmental Level: 8th Grade # of Students: 25
  8. 8. 2. Enduring Understanding/Big IdeaTeaching With the End in Mind- By the end of the lesson what do you want students to be able to do? Social support serves as a protective factor against death. There is a connection between your social health and your physical, mental/emotional health.
  9. 9. 3. Lesson Objectives Cognitive- Standard # Benchmark/Source:______ Affective- Standard # Benchmark/Source:______ Interdisciplinary- Standard # Benchmark/Source:______
  10. 10. Tips for Writing Objectives Objectives should specify four main things: Audience - Who? Who is this aimed at? Behavior - What? What do you expect them to be able to do? This should be an overt, observable behavior, even if the actual behavior is covert or mental in nature. If you can't see it, hear it, touch it, taste it, or smell it, you can't be sure your audience really learned it. Condition - How? Under what circumstances will the learning occur? What will the student be given or already be expected to know to accomplish the learning? Degree - How much? Must a specific set of criteria be met? Do you want total mastery (100%), do you want them to respond correctly 80% of the time, etc. A common (and totally non-scientific) setting is 80% of the time. http://www.personal.psu.edu/bxb11/Objectives/index.htm
  11. 11. Psychomotor- well written objective Given a standard balance beam raised to a standard height, the student (attired in standard balance beam usage attire) will be able to walk the entire length of the balance beam (from one end to the other) steadily, without falling off, and within a six second time span. Audience- green Behavior- red Condition- yellow Degree- blue
  12. 12. 3. Lesson Objectives Cognitive: Students will verbally recall the acronyms- FED and MEALS when asked by the instructor. Given time for peer collaboration and communication students will be able to generate four benefits of friendship. Standard # 2.8.3 Benchmark/Source: National Health Education Standards Affective: Given social support studies and time for peer collaboration students will create a big idea (similar to the idea below) as a conclusion to their article reading and group discussion in 8 words or less. “Strong social relationships protect against many physical and mental illnesses.” Standard # 7.8.2 Benchmark/Source: National Health Education Standards
  13. 13. National Health Education Standards http://www.cdc.gov/HealthyYouth/SHER/stan http://www.sde.ct.gov/sde/LIB/sde/PDF/deps
  14. 14. Objective Writing Review Objectives should have- Action- What will be taking place? Students will demonstrate Condition- What will be attained? Students will demonstrate proper grips Criteria- How will success be measured? Students will demonstrate 3 proper grips
  15. 15. 4. Needed Materials What do you need to accomplish your objectives. List all learning materials.
  16. 16. Instant Activity Activity students begin immediately when they enter the room. What will students be doing as they arrive? How will they be immediately engaged?
  17. 17. 5. Time and Transition Include time and transition plan for every section from instant activity on Transitions are where behavior issues arise so plan thoroughly in this area
  18. 18. 6. Scaffolding Building upon past lessons and tasks to increase understanding. Show developmentally appropriate progression. “Last week we talked the importance of communication to resolve conflicts and handle anger. Today we will continue talking about the social dimension of health. We will take a look at peer relationships and define healthy relationships.”
  19. 19. 7. Introduction to Lesson A) State Objective- What will be covered in this lesson? B) Anticipatory Set- Why are we doing this? C) Focus Attention (Cueing) Step- What are the critical elements for the topic or skill? D) CFU- Check for Understanding What will you do to be sure students understand the task? Usually verbal questioning.
  20. 20. Introduction to Lesson: A)State Obj. (What) The importance of effective peer relationships will have a lasting impact on students’ overall wellness. B)Anticipatory Set (Why) Strong social relationships provide protective mechanisms against many physical and mental illnesses. C)Focus Attention (Cueing) Step – Focus, Respect, Responsibility, Cooperation, FED, MEALS D)CFU “Does everyone understand what we are doing today? Could someone please paraphrase the task?”
  21. 21. 8. & 9. Tasks and Learning Activities What will take place to lead students towards your objectives. Should have multiple tasks or learning activities to keep students’ focused and motivated.
  22. 22. 8. & 9. Tasks and Learning Activities Jigsaw partner pair up. Have students organize themselves into groups based on their study number. Point to areas of the classroom where students will join others who had the same study. The studies are numbered 1-6 on the top of the page. “When you get to your location and meet up with people who have the same study as you I want you to come up with a succinct summary of your study that you will share with the class. Keep these questions in mind while blending your summaries- Where did the study take place? Who were the subjects in the study? What was the outcome of the study?”
  23. 23. 10. Cues Specific to task/learning activity. General to Standard Operating Procedures in your class. Mostly behavior focused. Can be General: Work Together, Summarize your study Or Specific to Learning Outcomes: Where did the study take place? Who were the subjects in the study? What was the outcome of the study?”
  24. 24. 10a. Differentiation What can be done to challenge all learners? What changes can you make to help lower level students succeed at this task?
  25. 25. Closing Activity/Culminating Experience: What needs to be reflected upon, summarized, or discussed to help reinforce the lesson’s objectives? Could be a review, activity or task.
  26. 26. Closing Activity: Exit Slip- “I am bringing you a blank piece of scrap paper. Don’t be concerned with the underside it is just scrap paper that I am reusing. On the paper write your name and the period. Then answer the following question- How can you use the acronyms FED and MEALS to be a better friend? Think of a good friend. What qualities do they have that you admire?” Write the questions on the board or include in the PowerPoint. Collect the paper as students leave the classroom.
  27. 27. 12. Review Questions (Not necessarily verbal) for Students: Assessment Opportunity .a) What is the importance of social support? b) How can social support help you in your lives? c) What are things you do for your friends to increase their social support? d) How can you use the acronyms FED and MEALS to be a better friend or family member? e) What qualities would you want in a friend?
  28. 28. 13. Teacher Reflection To be completed after the lesson takes place. a) How did it go? b) What worked well? c) What didn’t work so well? d) What changes will I make for next time?
  29. 29. What are some ways to motivate students? What are ways we keep our students motivated to learn in health?
  30. 30. 1. Explain- Rigor and Relevance 2. Reward- Extrinsic motivators  Can extrinsic condition intrinsic? 3. Care 4. Encourage active participation 5. Teach Inductively- encourage students to draw their own conclusions 6. Satisfy Students Needs- Developmentally appropriate- change tasks… basic needs 7. Make Learning Visual- pictures and multimedia 8. Use Positive Emotions 9. Energy Sells!

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