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Health Lesson Plan Relationships

Name: Dustin Longnecker


Unit: Healthy Behaviors
Grade: 9th-12th
Focus: Setting Goals and Avoiding Peer Pressure
I.

Health Behavioral Goal


MEH-1 Express Feelings in a healthy way
MEH-3 Prevent and Manage interpersonal conflict in healthy ways
MEH-5 Use self-control and impulse-control strategies to promote health

II.

National Health Education Standards and Performance Indicators


i. (Grades 9-12)
Standard 1: Analyze how mental and emotional
health can affect health-related behaviors.
Standard 7: Students will demonstrate the
ability to practice health-enhancing behaviors
and avoid or reduce health risks.

III.

Objectives
Identify three steps one can take to meet a personal health goal
Define Group think
Identify peer pressure sources from both friends and parents
The Students will also be able to:
Knowledge Expectations
1.Analyse how mental and emotional health can affect
health-related behaviors.
a. Students will be given ways to avoid peer pressure
b. Students will be presented with measures on how
to evaluate a situation for safety and risk
c. Students will be made aware of 3 healthy goal
setting skills
Skill Expectations
MEH7.12.3 Demonstrate healthy mental and emotional health
practices and behaviors to improve health of oneself and others.
Students will exhibit good decision making through
analysis of unsafe situations.
Students will advocate for their friends to also make
safe and smart decisions.

PHW7.12.1 Analyze the role of individuals responsibility in enhancing


personal health and wellness

Students will analyze ways to take responsibility for


their actions
Students will analyze better decision making skills to
help prevent themselves from being in risky situations

IV.

Materials
Power Point Presentation 1.3
Under Pressure article
Decisions, Decisions Video
Decisions, Decisions work sheet
Decisions worksheet
Under Pressure Worksheet

V.

References

DealingwithPeerPressure.(2014,September5).Retrievedfrom
http://kidshealth.org/kid/feeling/friend/peer_pressure.htm
PeerPressure.(2014,September5).Retrievedfrom
http://teenhealth.org/teen/feeling/friend/peer_pressure.htm

VI.

Lesson Plan Format

Lesson Plan
Anticipatory Set (5 minutes)
Briefly discuss homework from the previous class How Many Decisions Do You
Make???
Go over a students decision making process
Review with students why they made the decisions that they did
Transition: Part of making decisions is taking responsibility for yourself. Being to school
on time, doing your homework, paying attention in class are all things you are
responsible for. How you choose to prioritize your responsibilities will directly affect
your day. Taking responsibility is the main theme of this next power point.
Input Model
Discussion and Referring (15 minutes)

(Put up PowerPoint)
Focus on personal health goal setting skills
o gaining awareness
o gaining knowledge
o building skills
Focus on Advocacy
o Why it is important for you to help change others ideas?
o Are you safer if the people around you are making better decisions

Cross-examine
Picture you are painting a rival schools pride rock. You are a regular Michelangelo with
your orange and black paint. Suddenly your friend comes around the corner screaming
that another student had busted a window in the school. He says to you, Do you want to

bust some windows? Why is advocacy important here? Students will give examples of
why advocacy is important in this situation.
Transition:
Taking responsibility for your decisions and positively influencing the decisions of others
is extremely important to your safety and other around you. In this next video Decisions,
Decisions notice the influence the character in the movie are subjected to.

Video (20 minutes)


Decisions, Decisions
Guided Practice. (10 minutes)
During and after the movie students will fill out the video worksheet.
They will identify influences and problems and explore the possible
actions and consequences that go with the problem.
Check for Understanding (5 minutes)
The class will go over together the Decisions, Decisions worksheet.
The class will collectively analyze the proper way to approach and
handle each problematic situation.
Independent Practice (10 minutes)
Students will read the article Under Pressure on their own. Once
reading this article they will answer the worksheet that goes along with
the article. Students will define group think and also analyze
situations where they have been forced to make important decisions
that may affect their lives both short term and long term.
Summary (5 minutes)
Today we analyzed goal setting for health skills and taking
responsibility for ones actions. In high school and the rest of your life
you will all be faced with obstacles and incidents that present
problems. Everyone will have things like this happen to them it is how
we respond to these problems will be how we are defined or seen by
others.
Characteristics of Effective Health Education Curricula
Focus on clear health goals and related behavioral
outcomes
The goals were stated in the objectives, which were
featured in the instructions on the worksheet as well as the
instructions for the journal entry.

Addresses individual and group norms that support healthenhancing behaviors


Using role models students understand that these healthy
characteristics do exist and are applicable to everyday
living. They also correlate these characteristics to being
successful and productive.
Addresses social pressures and influences
These characteristics although simple, can be hard to
maintain. Students understand that walking into class. If
these characteristics were easy to maintain everyone
would be happy everyday, but thats not a fact of life.
Provides Functional health knowledge that is basic,
accurate, and directly contributes to health-promoting
decisions and behaviors.
These characteristics are understood to be basic and
accurate and the lesson focuses on the idea that these are
the keys to being successful, happy members of society.

Social Cognitive Theory


Students expectations of these healthy characteristics are that
they are obtainable goals. However can be difficult to achieve. The
behavioral capacity students can see to be an ever-changing thing
based on situation and or environment. However they see these
examples in people they look up to, so they are aware that these
behaviors are possible and maintainable. This lesson helps points
students in the right direction towards achieving those goals.
Classroom Modifications:
For students will poor vision I will provide power point
handouts in case it is hard for them to see the projector.
For students who maybe handi-capable I will keep groups
at a close proximity so students wont have to move around
the room as much.