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I.
OVERVIEW OF THE LESSON
A. 3/16/2011
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.
VIII.
VOCABULARY
1.
Describe
2.
Analyze
3.
Summarize
4.
Clarify
5.
Select
IX.
INSTRUCTIONAL PROCEDURES
1.
Introduction
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.
2.
Motivation
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.
3.
Development
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.
6.
Assignment
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.
X.
ASSESSMENT
1.
Formative
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.
2.
Summative
a.
None
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.
Name(s): _______________________________
_______________________________
Date: ______________________
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.