I. OVERVIEW OF THE LESSON
B. 60 minutes
C. Sienna Mae Heath
D. Grade Level: Fourth Grade
II. BIG IDEAS
1. Health concepts are essential for wellness and a health-enhancing lifestyle.
2. Participation in physical activity impacts wellness throughout a lifetime.
III. ESSENTIAL QUESTIONS
1. How would you describe the impact that communication and goal-setting have on life?
2. What can you observe and infer about the way your personal choices affect the functioning of the body?
3. What choices should you make to act and grow responsibly?
4. What can we do to improve our health and environment?
IV. PENNSYLVANIA STATE STANRDARDS
1. 10.2.6.D: Describe and apply the steps of a decision-making process to health and safety issues.
2. 10.1.6.C: Analyze nutritional concepts that impact health: caloric content of foods, relationship of food intake and physical activity (energy output), nutrient requirements, label reading, and healthful food selection.
V. GENERAL OBJECTIVES (Concepts)
1. Our family and close friends, education and other factors such as finances are important in determining how we grow and develop from small children to the teenage years.
2. Your well-being is linked to responsible healthy habits.
3. Nutritional factors, such as food selection and caloric content, have a major impact on health.
4. Regular participation in physical activities affects the body systems.
VI. BEHAVIORAL OBJECTIVES (Competencies)
1. Summarize the impact of communication and goal-setting skills on relationships, education and socioeconomic status.
2. Clarify the relationships among stress, peer pressure, nutritional factors and personal choices such as avoiding risky use of drugs, with well-functioning body systems and disease prevention.
3. Select healthy attitudes and habits that promote individual growth and responsible decision-making.
VII. INSTRUCTIONAL MATERIALS
1. Handout with questions posed about moral and immoral decision-making, healthy eating habits, and healthy exercise habits (attached).
2. Sample food labels.
3. Papers with healthy and unhealthy drugs written on them.
IX. INSTRUCTIONAL PROCEDURES
a. Students will be given a handout containing activity instructions with questions posed about moral and immoral decision-making, healthy eating habits, and healthy exercise habits.
a. Students will be told to split up into pairs of two to discuss and role-play moral decision-making, healthy eating, and exercise habits.
a. As students are divided into pairs, they will clarify their opinions of healthy dietary and physical habits and decision-making.
b. They will analyze their opinions and form a joint opinion collectively.
c. Students, in pairs, will then present their conclusions to the whole class for examination and discussion.
d. All students in class will describe their findings to each other, and they will analyze their similarities and differences.
4. Strategies for Diverse Learners
a. Teams (pairs) will be formed with a high-level academic student and a less-high-level academic student in order to balance their creative processes and discussion. Therefore the higher-level academically functioning student will help the lower-level functioning student to express him or herself verbally and creatively.
5. Summary and Closure
a. Each team will present their conclusions through a verbal presentation, expressing their joint conclusions verbally and also role-playing the making of a positive decision and a negative decision. This role-playing will make use of the second and third materials, including the sample food labels and the imitation healthy and unhealthy drugs on paper.
a. Students, individually, will write a brief essay, summarizing their conclusions and their opinions of the experience of the lesson as a whole in addition to how the lesson will impact their personal lives.
a. The teacher will examine and evaluate the presentations, rating their verbal presentation skills, their creativity in the conception of their opinions and ideas, and their expression through a brief writing of an essay.
XI. Reflection and Self-evaluation
XII. SUGGESTED INSTRUCTIONAL STRATEGIES (WHERE TO?)
W: How will you help your students to know where they are headed, why they are going there and what ways they will be evaluated along the way?
I will discuss the main topics of the lesson, which include moral and immoral as well as helpful and detrimental decision-making, eating habits, and exercise habits. Before they engage in their activity within their teams, I will inspire them to engage in a discussion of why these topics are relevant to their lives, especially with regard to peer pressure. I will clarify that they will be graded on creative, verbal, and writing skills.
H: How will you hook and hold students’ interest and enthusiasm through thought-provoking experiences at the beginning of each instructional episode?
Students’ interest will be maintained as I remind them that the topics being discussed are relevant to their everyday lives. I will also ensure them that discussing them with their peers with help them in their future decision-making with regard to their physical and emotional well-being. I will convey to the students that these in-class discussions will positively influence their decision-making outside the classroom.
E: What experiences will you provide to help students make their understandings real and equip all learners for success throughout your course or unit?
In order to make the students’ understandings real, I will provide them with materials, which they will use for role-playing. This role-playing will maintain the focus that this lesson is relevant outside the classroom.
R: How will you cause students to reflect, revisit, revise, and rethink?
The assignment, the brief essay summarizing their opinions of the lesson, will allow them to reflect on the discussion with their peers, revisit their personal opinions how they may have changed, revise their opinions if necessary, and rethink through taking into account their peers’ opinions and how they may have changed their own.
E: How will students express their understandings and engage in meaningful self-evaluation?
Students will express their understandings through the discussion in pairs and as a whole class, and they will engage in meaningful self-evaluation through the post-lesson assignment. Due to the feedback from their partner and from the class, they will learn how to not only express their understandings of the topics at hand but also learn how to revise their opinions with input from others, engaging in meaningful self-evaluation.
T: How will you tailor (differentiate) your instruction to address the unique strengths and needs of ever learner?
Some students are better at verbal expression, while others are better at the written word for expression their opinions and thoughts. Therefore, I will allow both means of expression so that most if not all students will have the opportunity to express themselves the best they can. Also, since the topics at hand include three differing subjects (decision-making, physical exercise, and healthy dieting), the students will have a variety of topics to discuss, so that their knowledge of and varying strong opinions of the different topics will allow them to express themselves the best they can with at least one of the topics specifically.
O: How will you organize learning experiences so that students move from teacher-guided and concrete activities to independent applications that emphasize growing conceptual understandings as opposed to superficial coverage?
The combination of discussion and role-playing with aid in the students’ understanding that this is not just a teacher-guided activity, but also an activity that the students have control over, as both their knowledge and their opinions matter. This emphasis on the students’ control over the lesson aids in their conceptual understanding and appreciation of the topics discussed.
Anderson/Krathwohl Taxonomy: In this lesson, students are analyzing healthy and unhealthy physical and emotional decision-making. They are also applying their knowledge and opinions of these decision-making topics through role-playing and discussion.
Discuss the following questions with a partner. When finished, prepare your answers to present to the class and create a role-play for one of your answers using the sample food labels and sample papers with drug names. You will be required to summarize your conclusions individually in a 1-2 page essay due next week.