Trine University | Franks School of Education

Lesson Plan for EDU 322 Academic Unit

Teacher Candidates: Ally Lung, Claire Selking, and Alexis Harmon

Date: 10/20/2020 Grade: 6th

Day: 𝥁 M 𝥁 T 𝥁 W 𝥁 R 𝥁 F Subject: Health and Wellness Unit Topic: Bullying

State Standards
Identify the state standards used in your clinical setting.

State Standard # Standard

IN 6.1.3 Examine how one’s surroundings impact health and wellness.

IN 6.1.4 Identify how family culture or beliefs can impact personal health.

Essential Questions
Essential Questions can be open-ended, thought-provoking, call for higher-order thinking, require support and justification,
raise additional questions, and be revisited again.
Standard # Essential Question

6.1.3 How do school and your peers impact your health and wellness?

6.1.4 How have culture or beliefs positively or negatively impacted you?

Observable Learning Outcomes

What observable student behavior will indicate that learning has taken place? What will be the certification referencing and
performance level?

As evidenced by…
☐ Criterion-referenced
☐ Growth referenced
☐ Norm-referenced Formative or
Standard # Students will be able to... ☐ Time referenced Summative

6.1.3 Determine the impacts of bullying on a Formative

person’s health through class
discussion

6.1.4 Identify cultures or beliefs that impact Formative

the health of LGBTQ+ persons through
a class activity

1
Technology
How will you utilize technology in purposeful & meaningful ways?
Technology Used by Learners

☐ Interactive Whiteboard ☐ Laptop ☐ Calculator

☐ Wireless Tablet ☐ Smartphone ☐ Music
☐ Clicker ☐ Projector ☐ Presentation Software
☐ Other _N/A___________ ☐ Document Camera

Technology Used by Teacher

☐ Interactive Whiteboard ☐ Laptop ☐ Calculator

☐ Wireless Tablet ☐ Smartphone ☐ Music
☐ Clicker ☐ Projector ☐ Presentation Software
☐ Other __N/A________ ☐ Document Camera

Materials Needed

List of items:
1 Sheet of Copy Paper

Learning Activity 1:

Having a class discussion over how bullying affects an individual's Mental Health.

Why is it important? We will ask questions such as “What emotions do you

This shows students that what they say can
affect their friends feelings and can affect
their futures.
experience when you are having a bad day?” “Can you
focus or have an interest in doing things when you are
hurt?” “What can happen if you feel unsafe at school or
home?” Bouncing off of questions such as these, we can
talk about how the impacts of bullying from their
surrounding peers and family can affect their mental
health and futures (mental illnesses, college, suicide).
Then discuss how this is prevalent not only to regular
students, but also to LGBTQ+ students. If they are not
receiving support at home or from their peers, they may
suffer more from bullying and mental illnesses.

Learning Activity 2:

What are students doing?

2
Crumbling Paper and trying to recreate the flat paper again
Why is it important?
This shows students that things you can say
can hurt a person and that once things are
said they can not be taken back. The
students will write down ways LGBTQ+
people may be harmed through bullying on
the paper.
For this activity, each student will be handed a piece of
paper. They will grab out a marker or pencil from their
bags. They will then write down harmful things that could
have been said to them, or that LGBTQ+ people may
experience with no names on it (i.e. bullying, mean
friends, bad words, loneliness, fear). After that, they will
all crumple up the piece of paper and unfold it. We will
discuss then how the crumpled paper reflects how the
hurt people experience stays with them for a long time.
After that if people want to volunteer and share different
things they have written down, they may share in a safe
space.