3650 Health Instructional Unit Plan

Health Education Curriculum
and Instructional Unit Project
By: Holly McQueen

Section 1 – Curriculum and Situational Context
When it comes to an effective health education curriculum, the goal is to provide students with easily accessible information
that focuses on health goals/behavior outcomes, help teach risk factors associated with unhealthy practices, address components of
emotional, physical and social health while building core competency skills, incorporate a variety a culturally diverse teaching and
learning methods, employ powerful learning strategies that engage all students and include robust professional development in health
educations for teachers. These goals help shape characteristics of an effective curriculum such as the one I have planned on Mental
and Emotional Health. My Unit plan addresses characteristics such as teaching functional health information such as comprehending
concepts related to mental and emotional health, shaping personal values and beliefs that support healthy behavior, shaping group
norms that value a healthy lifestyle and develop essential health skills necessary to adopt, practice and maintain health-enhancing
behaviors such as analyzing influences and practicing health enhancing behaviors. My unit also provides adequate time for instruction
and learning by not having a set time that we have to move onto the next activity, age-appropriate learning strategies and materials
based on the Georgia Performance Standards and National Health curriculum analysis tools.
Allatoona High School is located in Acworth, Georgia which is Cobb County. The Institution opened up in the fall of 2008.
There are roughly about 1700 students at the school. Allatoona was placed in the 10% of all schools in Georgia overall for test scores.
The student to teacher ratio is 20:1 which is a little higher than the state average (15:1). Allatoona has 66% of students who identify as
white, 19% as black, 9% as Hispanic, 3% as Asian and 3% as other. There are about 6-7 Physical educators that teach physical
education and possibly a combination of some health. I only experienced seeing two teachers (Coach Dodd and Soley) who taught
health at least for the first block (out of 4). Since they are on a block system, that means that there are only 4 periods meaning that
each period is about 95 minutes each. Students typically take health in their first year of high school and sometimes their second year
if they didn’t get the opportunity to.

Standard 2 - Standard 3 - Standard 4 - Standard 5 - Standard 7 -
Standard 1 - Standard 6 - Standard 8 -
Analyzing Accessing Interpersonal Decision- Self-
Comprehend Concepts Communication Goal-Setting Advocacy
Influences Information Making Management
Personal Health &

Wellness X X
Mental / Emotional
Health X X
Alcohol, Tobacco &
Other Drugs X X
Violence Prevention
X X
Sexual Health
X X
Healthy Eating
X X
Injury Prevention /
Safety X X
Section 2 – Instructional Unit Description
The Central Focus of this unit is how certain influences such as depression, anxiety, stress, social media, relationships,
substances and physical activity. Based on my central focus of my unit, I went with 2 Healthy behavior outcomes which were having
the students engage in activities that are mentally and emotionally healthy. In addition to students preventing and managing emotional
stress and anxiety in healthy ways by the end of the lesson. I selected these healthy behavior outcomes because when students are
learning how to analyze influences, it's important that they know how to prevent and manage mental and emotional stressors because
specific influences can potentially increase those stressors. I want students to engage in activities that are mentally and emotionally
healthy, so I chose this HBO because it aligned with my health enhancing skill standard in my unit.
Mental and Emotional Health is a necessary topic for students to learn about in their health education because it is a topic that
they all have in their lives. According to MentalHealth.gov, another reason why mental health is important is because mental health
conditions start during adolescence so it’s important for students to take care of their health by using effective coping and managing
strategies. Also, most of student’s stress and anxiety come from school and the individuals that are present (CDC). There are added
pressures in our society for students to do, look and act a certain way. Students need mental and emotional health education and
resources to be able to overcome any obstacles relating to those topics. The National Association of School Psychologists have
researched that mentally healthy children are more successful in school and life as well as there is a growing unmet need for mental
and emotional health services for children and youth. Schools are an ideal place to provide mental and emotional services because
children are there for 6-7 hours a day and research has shown that students are more likely to seek counseling when services are
available in schools (NASP). School mental and emotional health services support the mission and purpose of schools and are
essential to creating and sustaining safe schools. Increased access to health services and support increase the safety of the students and
school (NASP).
In the beginning of the unit, students will have little to no knowledge with mental and emotional health because they haven’t
been exposed to this topic. Students will only probably be aware of some misconceptions they have heard. As each lesson should go
by, they should be developing skill concepts such as analyzing influences and participating in health enhancing activities. I know that
many of my students were physical activity with sports or extracurriculars, so I had to relate back to their interests when teaching
subjects relating to Mental and Emotional Health. Physical activity and relationships were the easiest topics to discuss because they
had more of an interest since most of them are physically active and they have multiple relationships with people such as their family,
peers, coaches and other trusted adults. Technology is heavily used in adolescence now in our society. I incorporated technology to
have students more engaged into the topics of discussion. I used Formative and YouTube in my 5th lesson. Formative was used as an
assessment where students had to answer 5 questions at the end of the lesson, and I would give them feedback online where they were
able to check at home or during the next class session where they would get the opportunity to use devices for educational purposes.
Technology supports student learning because it is a way for students to learn the same content but in a different way by using various
instructional strategies which promote high levels of engagement.
My unit is structured on a developmentally appropriate progression of activities. In the beginning of each of my lessons, I
make sure that my students are knowledgeable and competent about the topic before practicing the skill standards. This progression
allows students to understand before doing any skill expectation. Each lesson, students enhance their skills of analyzing influences and
practicing health enhancing skills which build up onto each other.

Section 3 – Instructional Unit Goals & Scope and Sequence
On day one with the unit plan, I covered how stress, anxiety and depression can affect your mental and emotional health, my
knowledge skill for students was to have them understand what stress, anxiety, and depression is, how these things affect their body,
and how they relate to mental and emotional health. Skills to follow along with this lesson include students analyzing the influences of
their family, peers, culture, social media, technology, and other facts on health behaviors and having them develop at least two new
coping strategies for stress, anxiety, and depression. The central focus on SAD aligns with my skill and knowledge expectations
because they touch base about what SAD is and how there are specific influences that can contribute to those factors.
For the Second lesson, I shifted to how diet and physical activity can affect your mental and emotional health. The knowledge
expectation was to have students know how it affects their MEH as well as having them understand that their mental health is directly
correlated to health related behaviors. I expect students from the how diet and physical activity can affect your MEH lesson to be able
to analyze how some health risk behaviors influence the likelihood of engaging in other unhealthy MEH behaviors as well as the role
of individual responsibility in enhancing personal MEH. The diet and physical activity knowledge and skill expectations I have align
with the central focus because they directly correlate with how eating healthy and exercising regularly can affect your MEH if not
taking the right steps in health enhancing behaviors.
For my 3rd lesson I elaborated on how relationships can affect your MEH. My knowledge expectation was to have students be
able to compare and contrast how peer pressure is linked to emotional, intellectual, physical and social health and analyze a variety of
positive and negative influences within their family. Based on this knowledge, students will be able to analyze how the family
influences their health and be able to differentiate the relevant influence such as family, peers, culture, school, media, community and
technology. The expectations align with relationships because these are influences that are in various types of relationships that have a
direct impact on a person’s MEH.
The 4th lesson addresses how social media can affect your MEH. Students were expected to describe healthy MEH practices
and behaviors to improve their health and analyze personal influences that are associated with social media that can affect their MEH.
With that knowledge, students can demonstrate different ways to improve their MEH and demonstrate health behaviors and practices
pertaining to healthy coping strategies. These expectations align with my central focus because social media is a huge influence on
your MEH especially during adolescence.
For my final lesson for the unit, I decided to teach how drugs and alcohol can affect your MEH. With this lesson, I expected
students to critique health risk behaviors associated with drug and alcohol use and how it affects the body's system as well as
understand how drugs and alcohol can affect their MEH. With that knowledge students will be able to analyze how peers influence the
decision making process concerning the use of alcohol or illegal drugs and analyze how some health risk behaviors influence the
likelihood of engaging in unhealthy MEH behaviors. This aligns with the central focus because drugs and alcohol have a direct effect
on your MEH especially when participating in those risk behaviors.
Each lesson builds off of each other because students are enhancing two skill expectations which are analyzing influences and
practicing health-enhancing behaviors. Their knowledge is also building off one another because they are adding more factors that can
influence their MEH such as relationships, SAD, physical activity & diet, social media and alcohol & drugs. Lessons 1-3 built up to
where in lesson 4, students are utilizing their skills from 1-3 and showcasing them in lesson 4 during stations. In my unit we also
discuss group norms which can sometimes be misconceptions that students do not realize yet such as mental health is always negative
and viewed in a negative way.
Overall, my knowledge and skill expectations directly align with the National Health Standards and the Georgia Performance
Standards. The National Health Standards that I have in my Unit include Standard 1, 2 and 7. Standard 1 is how students will
comprehend concepts related to health promotion and disease prevention to enhance health which is the only standard that is
Knowledge based. The other two standards 2 & 7 which are skill based are how students will analyze the influence of family, peers,
culture, media, technology, and other factors of health behaviors (2) and how still will demonstrate the ability to practice health-
enhancing behaviors and avoid or reduce health risks. There are so many Georgia Performance Standards in my lesson. Some include
describing the interrelationships of emotional, intellectual, physical, and social health, demonstrating individual responsibility for
improving personal health, and analyzing how peers influence healthy and unhealthy behaviors. These state and national standards
helped me achieve my learning objectives and goals for my unit.

Scope & Sequence
Core Content: Standard 1
Knowledge Expectation When do you teach? Where do students practice? How do you assess?
MEH1.12.10 Lesson(s) 1 2 3 4 5 Lesson(s) 1 2 3 4 5 Lesson(s) 1 2 3 4 5
Health Skills: Standard 2

Skill Expectation When do you teach? When do students practice? When do you assess?
MEH 2.12.3 Lesson(s) 1 2 3 4 5 Lesson(s) 1 2 3 4 5 Lesson(s) 1 2 3 4 5
Health Skills: Standard 7

Skill Expectation When do you teach? When do students practice? When do you assess?
HE H.S.7.B Lesson(s) 1 2 3 4 5 Lesson(s) 1 2 3 4 5 Lesson(s) 1 2 3 4 5
Lesson(s) 1 2 3 4 5 Lesson(s) 1 2 3 4 5 Lesson(s) 1 2 3 4 5
Day 1 Day 2 Day 3 Day 4 Day 5

Lesson Focus: Lesson Focus: Lesson Focus: Lesson Focus: Lesson Focus:
How Stress, Anxiety, How Diet and Exercise How Relationships How Social media affect How drugs and alcohol
Depression affect affect mental and affect mental and mental and emotional affect mental and
mental and emotional emotional health emotional health health emotional health
health Review of past three
topics
Knowledge Knowledge Knowledge Knowledge Knowledge

Expectations: Expectations: Expectations: Expectations: Expectations:
- Students will - Students will know - Students will be able - Students will be able -Students will Critique
understand what stress, how diet and exercise to compare and to describe healthy health risk behaviors
anxiety, and depression can affect their mental contrast how peer mental and emotional associated with drug
is, how these things and emotional health. pressure is linked to health practices and and alcohol use and
affect their body, and - Students will also emotional, intellectual, behaviors to improve how it affects body
how they relate to understand that their physical, and social the health of oneself systems
mental and emotional mental health is directly health. and others. -Students will
health. correlated to health - Students will analyze - Students will analyze understand how drugs
related behaviors. a variety of positive personal influences and alcohol use can
and negative that are associated affect their mental and
influences within their with social media that emotional health
family can affect their mental
and emotional health.
Skill Expectations: Skill Expectations: Skill Expectations: Skill Expectations: Skill Expectations:
- Students will analyze - Students will analyze - Student will be able - Students will be able
the influence of family, how some health risk to analyze how the to demonstrate -Students Analyze how
peers, culture, media, behaviors influence the family influences the different ways to peers influence the
technology, and other likelihood of engaging health of individuals improve their mental decision-making
factors on health in other unhealthy - Students will and emotional health process concerning the
behaviors. mental and emotional differentiate the - Students will use of alcohol or illegal
-Students will develop health behaviors, as relevant influences, demonstrate healthy drugs.
at least two new coping well as the role of including family, behaviors and health -Students Analyze how
strategies for stress, individual responsibilityculture, peers, school, practices pertaining to some health risk
anxiety, or depression. in enhancing personal community, media, healthy coping behaviors influence the
mental and emotional technology, and public strategies likelihood of engaging
health. health policies, on in other unhealthy
mental and emotional mental and emotional
health practices and health behaviors
behaviors
Teaching Activities: Teaching Activities: Teaching Activities: Teaching Activities: Teaching Activities:
- What stresses me out - Influences affecting - “Who would you tell” - Social media activity -Drug and alcohol
handout diet and fitness activity (scenarios) (case studies) Activity (Case Studies)
- How do I cope with - Compare and contrast - Peer pressure think- - Coping strategies and -Checking for
stress handout your plate pair- share scenarios worksheet Understanding
- Lifestyle choices - Mind map - Dealing with negative (Relationships station) -Health Risk activity
(scenarios) - Rate your mood situations - Rate your mood and (Think-Pair-Share)
- Replacing negative - Diet and exercise - “Fishing for healthy coloring (SAD station) -Choose your path
thoughts handout scenarios (establish relationships” - Physical activity station activity
- Emotional bingo group norms) worksheet (exercise station)
activity - Sticky note peer
pressure positives and
negatives
- Coping strategies
Assessments: Assessments: Assessments: Assessments: Assessments:

- Ticket out the door - 3-2-1 Ticket out the - 3-2-1 Ticket out the - Coping strategies -Checking for
List 2 coping strategies door door worksheet Understanding
students must write down
3 influences that affect Name 3 influences that - Ticket out the door 3-5 different examples that
you have learned today
that you will their diet can affect your mental Out of the 4 topics we Drugs, and Alcohol can
affect their mental and
implement into your 2 influences that affect and emotional health spoke about (Social emotional health on their
life. their physical activity that relate to personal media, SAD, Physical index card. Students will
1 health enhancing relationships. write their name and turn
List 1 influence you activity & diet, and in their Index card.
strategy you can
didn’t realize was Relationships) which -Formative Assessment
incorporate in your life Name 2 positive or Students will now do a final
affecting your health. today one most positively
negative influences assessment (5 questions)
affects your MEH? on how drugs and alcohol
within your family
Which one most can affect their mental and
emotional health. Students
Name 1 coping negatively affects your will use their device to take
strategy you are going MEH? And why? the assessment quiz on
formative. The assessment
to incorporate into
has a variety of different
your personal What coping strategies style questions that makes
relationships can you use for the it personal for each
topic that negatively student. After the students
are done completing the
affects your MEH the assessment, I will ask them
most? (Have at least 3) a few questions
Section 4 - Supporting Students
In my unit, I chose a variety of instructional strategies to differentiate my instruction from previous ways health has been
taught in the past. I did bingo, scenarios, case studies, drawing, yoga, think-pair-share, formative, online websites to help students
learn content and practice their skill expectations throughout the unit. I chose these activities to give students the opportunity to
experience different ways they can learn in the health classroom. Every student has different needs and interests that get them
more engaged in activities than others. It is important that I had a variety to fit the needs and interests of all my students. Along
with the different instructional strategies, I had additional instructional supports such as handouts, mind map, PowerPoints, and
videos. For Kinesthetic learners, they get to do hands-on activities like yoga, bingo, and snowball basketball. For visual learners,
we have a PowerPoint, guided and videos to help them be most successful. With the guided notes and PowerPoint that has pictures
and descriptions will help English Language Learners see and understand the content by having a variety of resources to look at. In
addition to that, I can have 2 copies of guided notes which would include one English and one in their main language to help them
quickly understand the content better.
To modify instruction based on varying grade levels or academic success, I would add more elaborate questions and prompts
to those who are able to comprehend concepts at a higher level. For grade levels/academic success levels that are below the 9th
grade level, I would focus more on the hands-on activities and incorporate more collaborative work and videos to gain a better
sense of understanding. If there are students who have any behavioral conditions, I can add additional questions or prompts for
students to do to prevent them from getting off task. Students with physical conditions could have the guided notes filled out for
those who have difficulty writing notes or trouble reading. These planned supports align with my objectives because they are all
activities that cover the knowledge and skill expectations for each lesson in the unit. To ensure that the needs of all students in the
classroom are met, I have several different approaches to teaching embedded within the lesson. I have multiple think-pair-share
and small group case studies for students that learn best through auditory means. Students will also be grouped up in different
ways throughout the lesson. This gives students the chance to work individually, with a partner, and in a small group.
Technology is integrated into my 5th and final lesson of the unit where students actually have a firsthand experience with using
technology on an individual device. The formative webpage is where students answer questions in a different number of ways such
as true/false, drawing, essay, multiple choice and short answer. I also incorporated a choose your path activity that is on YouTube.
Students have to make certain choices which leads to different video segments based on the choices they previously made. This
meets the needs of visual, auditory and kinesthetic learners. It means visual learners because they get to watch the video and see
their choices play out. It means the needs of kinesthetic learners because they get the hands on experience with a mobile device
and get to pick different options of choices and draw during the formative assessment. For auditory learners, they get to hear the
video and have the option to have the question read aloud during the formative assessment. Technology enhances student learning
because it increases levels of engagement and participation, prepares students for the future since technology is advancing,
increases retention rates and allows for self-paced learning (Vanderbilt University).
Academic language is an important feature to have in health education. With my unit, students need to be able to understand
what analyzing, influences, coping strategies, health enhancing means to successfully learn in my unit. Students will show
evidence of learning what these vocabulary terms mean by completing their knowledge and skill expectations. They will describe,
analyze, and apply these words during their activities in the unit. In my 3rd lesson during the fishing for healthy relationships
activity, students will analyze how their family influences the health of individuals. Students have to be able to understand what an
influence is and what it means to analyze something. Students will apply that knowledge to be able to analyze family influences.
Analyzing influences is prevalent in my unit many times and students are doing the same process of having to understand then
apply to the concept to analyze. I hand out worksheets, guided notes and PowerPoint slides for students to be able to reference
back at when going through that learning process.

Section 5 - Assessment Methods and Student Evaluation
Throughout my unit plan for assessing my students, I did ticket out the doors for the first 4 lessons. I did this because there
were many practices that helped students enhance their knowledge and skill throughout the lesson. At the end, I wanted to see
what students learned and took away from the lesson because there was much information included in each lesson. I did mini
informal assessments like having students answer questions in the beginning of class based on the previous lesson from last class
to see if the information was retained and during the lesson. In the beginning of class, one of the questions would be related to
what did they do to incorporate a health enhancing behavior relating to their mental and emotional health. This helps me see if
students are actually practicing those skills outside of the classroom and if they have a true understanding of what it means to
incorporate a health enhancing behavior into their lifestyle.
There were informal assessments such as scenarios and case studies that were based on group norms. During these assessments
I was able to see where my students' understanding, and skill level was at when presenting. For the 5th lesson, I did a Formative
assessment where students had to answer 5 questions on how drugs and alcohol can affect their mental and emotional health.
There were a variety of different style questions to help switch up the usual formal assessments in the past. I will know if students
achieved the learning outcomes if they can answer the formative questions at the end of each lesson. I say this because the closure
questions are directly aligned with learning outcomes, standards, and objectives.
Teacher Candidate: Holly McQueen
HEALTH EDUCATION LESSON PLAN 5

Introductory Material:
Date of Lesson: 03/20/2020 Class Time: 8:32-10:07; 10:12-11:47
School Name and Grade: Allatoona High school & 9th grade Technology Use: iPad, laptop or smartphone
Length of Lesson: 95 minutes Number of Students: 34 students
Equipment/Supplies: PowerPoint slides, 34 Devices (iPad, Laptop or Description of Facility: Classroom

smartphone) with working internet, 34 sheets of notebook paper, 2 medium
sized buckets (big enough to hold 34 crumpled up paper balls), 34 Index Cards
Behavioral/Performance Objectives:
Cognitive:
1. During the Case studies Activity, TSWBAT Critique health risk behaviors associated with drug and alcohol use and how it affects body systems
2. During the Check for understanding assessment, TSWBAT understand how drugs and alcohol use can affect their mental and emotional health
Psychomotor:
1. During the think-pair-share activity, TSWBAT Analyze how some health risk behaviors influence the likelihood of engaging in other unhealthy mental
and emotional health behaviors
2. During the Choose your Path activity, TSWBAT Analyze how peers influence the decision-making process concerning the use of alcohol, tobacco, or
illegal drugs.
Affective:
1. During the Formative Assessment, TSWBAT decide to incorporate one health enhancing strategy they can add to their everyday life.
National Standards:
Central Focus of Lesson: How Drugs and Alcohol Affect your MEH Healthy Behavioral Outcome:
HBO 2. Engage in activities that are mentally and emotionally healthy.
National Standards Addressed: GPS Assessed:
Standard 1: Students will comprehend concepts related to health promotion HE H.S.1.c: Critique health risk behaviors associated with drug and alcohol use
and disease prevention to enhance health. and how it affects body systems
MEH1.12.3 Analyze how mental and emotional health can affect health-related
behaviors. H.S.2.c: Analyze how peers influence the decision-making process concerning
the use of alcohol, tobacco, or illegal drugs.
Standard 2: Students will analyze the influence of family, peers, culture,
media, technology, and other factors on health behaviors. H.S.7a. Demonstrate individual responsibility for improving personal health.
MEH2.12.3 Analyze how peers and perceptions of norms influence healthy and
unhealthy mental and emotional health behaviors.
MEH2.12.5 Analyze how some health risk behaviors influence the likelihood of
engaging in other unhealthy mental and emotional health behaviors (e.g., how
using alcohol and other drugs increase the risk of suicide and self-injury).
MEH2.12.7 Analyze how school and community affect mental and emotional
health practices and behaviors.
MEH2.12.9 Differentiate the relevant influences, including family, culture,
peers, school, community, media, technology, and public health policies, on
mental and emotional health practices and behaviors.
MEH2.12.10 Analyze the factors that influence opportunities to obtain safe,
accessible, equitable, and affordable products and services that support
mental and emotional health for oneself and others.
Standard 7: Students will demonstrate the ability to practice health-

enhancing behaviors and avoid or reduce health risks.
MEH7.12.3 Demonstrate healthy mental and emotional health practices and
behaviors to improve the health of oneself and others.
Lesson Considerations:
Prior Academic Knowledge & Prerequisite Skills: Heard of the different types of substances such as the most commonly used drugs, alcohol and tobacco.
Academic Language:
Substances: are illicit drugs and alcohol that can cause negative long term effects.
Barriers: An obstacle that prevents something from happening.
Analyze: discover or reveal through a deeper examination.
Health enhancing: Things that can boost your health in a positive way.
Coping Strategies: are actions we take--consciously or unconsciously--to deal with stress, problems, or uncomfortable emotions.
Influence: someone or something that has an effect on character, development, or behavior of someone or something, or the effect itself
Internal influences- factors that affect your feelings and emotions
External Influences- factors that affect outside things such as school, parents, work, friends
Misconceptions: Alcohol has many benefits to it. Most teens consume alcohol and drugs so it’s not a big deal. The Negative effects of alcohol and drugs are
temporary.
Lesson Plan Details:
LESSON INTRODUCTION TIME ALLOCATIONS
Introduction: Hey everyone, how are y'all doing today? Awesome, Well today we are going to talk about how drugs and alcohol 5 Minutes
affect your mental and emotional health. When Thinking about drugs and alcohol does your mind automatically think of negative
thoughts? Why is that?
*Before getting into activities Remind students about being in a positive learning environment.
Transition: Now that students have been informed of the lesson topic, we will divide into our instant activity where students have to
think about 2 negative and 2 positive things about drugs and alcohol as it relates to MEH.
Instant Activity: March Madness 3-Point Shot Contest
Details: Students will get a full sheet out paper. They will tear it into two halves. On one half, students will write down 2 positive drugs
and alcohol → After they write it down, students will crumble their paper into a ball. Throw their POSITIVE paper in the RIGHT bucket. On
the other Half… they will write down 2 negative things they have heard about drugs & alcohol→ After they write it down, they will crumble
their paper into a ball. Throw their NEGATIVE paper in the LEFT bucket.
LESSON BODY TIME ALLOCATIONS
PowerPoint: Introduction into what Drugs and Alcohol are and the effects of drugs on MEH 5-7 minutes
Details:Slides talk about drugs and alcohol with examples of each(slide 3) → 4 minute video on the effects of drugs → content side on the
effects and warning signs when using and abusing those drugs (slide 4). During the video, students will write down 3 interesting facts.
Transition: Now after learning about how drugs can affect your mental and emotional health, students will learn about how alcohol
has effect on their MEH as well.
PowerPoint: Effects and warning signs of Alcohol on MEH

Details: Video of the effects of alcohol on the body → content slide on the effects and warning signs. Information on what Alcoholism is.
During the video, students will write down 3 interesting facts. 5 minutes
Transition: After talking about how drugs and alcohol can affect the human body, there are various ways that drugs and alcohol
can make a person feel.
Activity: Understand Check (mini assessment)

Details: Based on the PowerPoint slide details from above, students must write down 3-5 different examples that Drugs, and
Alcohol can affect their mental and emotional health on their index card. Students will write their name and turn in their Index 5 minutes
card.
Transition: After assessing what they learned about drugs and alcohol affecting their MEH, we are going to go into learning the
specific influences and consequences.
PowerPoint: Influences that are related to drugs and alcohol & Additional resources
Details: specific influences related to those substances (slides 7), potential consequences (slide 8), how to avoid substance use
(slide 9) and getting help/additional resources (Slide 10). As we are reviewing content, students are expected to write down notes
and important details from the slides.
10 minutes
Transition: After speaking about the influences, potential outcomes, ways to avoid substances and additional resources, we will
do an activity that will test what they have learned. Students will analyze how some health risk behaviors influence the likelihood
of engaging in other unhealthy mental and emotional health behaviors by writing down ways to avoid participating in risk
behaviors that include drugs and alcohol.
Activity: Think-Pair-Share
Details: Students will write down some drug and alcohol risk behaviors that can cause unhealthy mental and emotional health,
why they are considered risk behaviors and how someone can avoid participating in those risk behaviors in order to enhance and
maintain good mental and emotional health. After they are done, they will pair with a partner that has the same color shirt on. As a
pair, they will share 3 drug and alcohol related risk behaviors and 3 ideas to prevent/avoid drug and alcohol use.
15 minutes
Transition: After the think-pair-share, we will go deeper into the content of knowledge by having them critique health risk
behaviors associated with drug and alcohol use and how it affects their mental and emotional health.
Activity: Case studies Scenarios relating to drugs and alcohol
Details: Students will be divided into groups based on shoe color. Groups will contain 5-6 people. Students will choose one case
study to do with their group and will answer the questions.
20 minutes
1. Lauren has decided to go to a friend’s party where drugs and alcohol are being offered for free. She decided to take 5
shots of tequila. One of her friends has a major stomach ache and wants to go home. Her friend rode with someone else
who still wants to stay at the party. She begs Lauren to take her home and Lauren agrees to take her home. On the Car
ride back to her friend’s house. A cop pulls Lauren over.
2. Billy is a senior in high school and is also the star quarterback for his school. Billy has been having trouble with focusing
on his school work. He needs to study in order to pass his Math test on Friday or else he will not play in the State
Championship Football game on Saturday. His teammate Josh offers him to take Adderall to make him focus. Billy is
willing to do anything, so he agrees. Josh gives him 5 pills of Adderall the night before his big test. The morning of his big
test, he was at morning workouts with his team. He forgets to close his bag and one of his coaches sees the Adderall.
3. Michael has been invited to an after party after his high school prom. He tells his parents he is spending the night at a
friend’s house. When he goes to the party, people are offering him plenty of drinks. He puts his drink down to play a game
of beer pong with his friends. When Michael wasn’t looking, someone slipped a pill into his drink. He lost the beer pong
game and was forced to drink the remainder of his drink. After Michael drinks his drink, he decides to lay down on the
couch and take a rest. The music was too loud at the party, so the cops came and shut the party down. The cops decided
to come in and they see Michael passed out on the couch smelling like alcohol.
Questions:
What substance has caused the problem?
What are the effects of this substance?
What are the likely consequences from this scenario?
What would you do if you were in their position?
How can this situation affect your mental and emotional health?
Transition: After the scenarios students will understand the consequences of health risk behaviors so we will have students
analyze how peers influence the decision-making process concerning the use of alcohol, tobacco, or illegal drugs.
Activity: Choose your own Path
Details: Students will get a device and go to the choose your path link. Once students arrive at the link, they will have two videos
to watch where they make their own choices when it comes to making a decision to use prescription drugs. Each Video should
take 5-7 minutes. While students are watching the videos they should answer the following questions below for each video.
Questions: What would you do if faced with the same situations as the characters? What are safe ways for the main characters to
react to the stressful situations they face? What are the dangers of taking a friend’s or family member’s prescription drugs? How
does this situation affect your mental and emotional health?
15-20 minutes
Transition: Now going into the last part of the lesson, we want to check for understanding and skills at the end of the lesson. We
also want students to take away something from the lesson by having students decide to incorporate one health enhancing strategy
they can add to their everyday life when completing the formative assessment.
TIME ALLOCATIONS
CLOSURE ACTIVITIES
Activity: Formative (Website) 10-15 minutes
Details: Students will now do a final assessment (5 questions) on how drugs and alcohol can affect their mental and emotional health.
Students will use their device to take the assessment quiz on formative. The assessment has a variety of different style questions that
makes it personal for each student. After the students are done completing the assessment, I will ask them a few questions
Formative Questions:
1. t/f Drug abuse is when you use legal or illegal substances in ways you shouldn’t (Including Prescription Drugs). You might take
more than the regular dose of pills or use someone else’s prescription. You may abuse drugs to feel good, ease stress, or avoid
reality. But usually, you’re able to change your unhealthy habits or stop using altogether.
2. List 3-5 risk behaviors when it comes to using drugs and alcohol?
3. Which of the following DOESN'T describe how a person would feel when using alcohol and drugs for a long period of time
4. Draw how you would feel if you practiced Health enhancing behaviors vs participating in activities that include drugs and
alcohol.
5. Explain how you can implement at least 2-3 health enhancing behaviors instead of participating in risk behaviors that may
include consuming drugs and alcohol. Why specifically did you choose these? Will these strategies boost your mental and
emotional health? Why or Why not?
After Assessment Questions:

● How does everyone feel like they did?
● Did you feel comfortable answering each of the questions?
● Does anyone want to go over any questions they had trouble with?
Ending Statement: Thank you everyone who participated in our lesson today. I hope you were able to take something from this lesson
and implement it into your life now. If you have any questions or concerns please come see me after class. Thank you and have a nice
day!
EVIDENCE AND FORMATIVE ASSESSMENT OF STUDENT LEARNING

How will you know whether students are making progress toward your learning goal(s) and/or how will you assess the extent to which they have met your
goal(s)? Use the chart below to describe and justify at least 2 formal or informal assessment strategies.
Assessment Strategy #1: Mini Assessment- Checking for understanding Alignment with Objectives: TSWBAT analyze how drugs and alcohol use can
affect their mental and emotional health.
Evidence of Student Learning: I will be collecting this assessment and will be
able to see if students can analyze how drugs and alcohol use can affect their
MEH. Students must write down 3-5 different examples that Drugs, and
Alcohol can affect their mental and emotional health on their index card.
Student Feedback: I will go over some examples of how Drugs and Alcohol can
affect their mental and emotional health on the PowerPoint slide that covers
that area and review possible answers. I will also give them personal feedback
when I read their index card. I will return it to them, the next class meeting.
Assessment Strategy #2: Formative Assessment Alignment with Objectives: TSWBAT decide to incorporate one health
enhancing strategy they can add to their everyday life.
Evidence of Student Learning: Students will answer the questions through an
online site called Formative. Students will have to write at least one health
enhancing behavior that they plan to implement into their life specifically and
state why they choose those behaviors. In addition, they will have to explain if
those strategies boost their mental and emotional health. This question will
help them plan what strategies to implement and why they are relevant to
incorporate in their life.
Student Feedback: Formative lets students know for the multiple and
true/false whether or not their answer is correct. For the short answer,
drawing and essay questions, I will personally have to grade that on my own
after class. They will receive their feedback after class whenever they check
back on the app to see their assessment results. I can review questions from
the assessment during the next class meeting, in the beginning of class.
UTILIZING KNOWLEDGE OF STUDENTS TO PLAN AND IMPLEMENT EFFECTIVE INSTRUCTION
Building on Personal/Cultural/Community Assets: Students will be able to use the information and skills from this lesson in their everyday lives. They will improve
their mental and emotional health by acquiring the skills needed to practice health enhancing behaviors and understanding how drugs and alcohol can affect
their mental and emotional health.
Grouping Strategies: I grouped students up based on the same color shirt or shoe color so that there was no bias in selection of partners. These groups help
promote social and emotional learning because students will not feel bad for not being picked and more likely than not, students will be working with someone
they usually don’t work with.
Descri
Planned Supports: To ensure that the needs of all students in the classroom are met we have several different approaches to teaching embedded within the lesson. We
have think-pair-share and small group case studies for students that learn best through auditory means, and we have a PowerPoint with key information along
with pictures and videos to help visual learners better take in the information. Students will also be grouped up in different ways throughout the lesson. This
gives students the chance to work individually, with a partner, and in a small group.
Descri
RESOURCES AND ACKNOWLEDGEMENTS:

Sources:
http://www.ulifeline.org/topics/134-alcohol-drugs (Resource Link)
https://www.alcohol.org.nz/help-advice/advice-on-alcohol/for-parents/factors-that-influence-young-peoples-drinking (Resource Link)
https://www.alcoholrehabguide.org/alcohol/types/ (Resource Link)
https://www.youtube.com/watch?v=8qK0hxuXOC8 (Drug effects on Brain Video)
https://www.youtube.com/watch?v=BxgZyASeBuI (Alcohol effects on Brain Video)
https://teens.drugabuse.gov/videos/choose-your-path (Choose your Path Link)
https://goformative.com/formatives/5e7584681b47973df751e524 (Formative Assessment link)

Teacher Candidates: Kate, Holly, Travis, Jack

Date of Lesson: 02/28/2020 Class Time: 8:32-10:07; 10:12-11:47
School Name and Grade: Allatoona High School & 9th Grade Technology Use: None
Length of Lesson: 95 Minutes Number of Students: 34 students
Equipment/Supplies: Description of Facility: Classroom

coloring sheets and coloring supplies and 34 sheets of notebook paper
Cognitive:
1. During the physical activity station, TSWBAT describe healthy mental and emotional health practices and behaviors to improve the health of oneself
and others.
2. During the social media activity, TSWBAT analyze personal influences that are associated with social media that can affect their mental and emotional
health.
Psychomotor:
1. During the stress, anxiety, and depression station TSWBAT demonstrate different ways to improve their MEH.
2. During the relationships station TSWBAT demonstrate healthy behaviors and health practices pertaining to healthy coping strategies
Affective: Throughout the stations, TSWBAT incorporate one health enhancing strategy they can add to their everyday life.
National Standards:
Central Focus of Lesson: How Social Media Affects MEH and review of all the Healthy Behavioral Outcome:
unit topics (how SAD, physical activity, relationships can affect MEH) through HBO 2. Engage in activities that are mentally and emotionally healthy.
stations. HBO 4. Prevent and manage emotional stress and anxiety in healthy ways.
Standard 1: Students will comprehend concepts related to health promotion HE H.S.1: g. Compare and contrast the benefits of and barriers to practicing a
and disease prevention to enhance health. variety of healthy behaviors
MEH1.12.3 Analyze how mental and emotional health can affect health-related H.S.2 e. Evaluate the effect of media on personal and family health.
behaviors. H.S.2 f. Evaluate the impact of technology on personal, family, and community
MEH1.12.16 Evaluate effective strategies for dealing with stress. health.
H.S.7a. Demonstrate individual responsibility for improving personal health.
media, technology, and other factors on health behaviors.
engaging in other unhealthy mental and emotional health behaviors.
MEH2.12.8 Analyze the effect of media and technology on personal, family,
and community mental and emotional health.
accessible, equitable, and affordable products and services that support
mental and emotional health for oneself and others.
Standard 7:Students will demonstrate the ability to practice health-

enhancing behaviors and avoid or reduce health risks.
MEH7.12.3 Demonstrate healthy mental and emotional health practices and
behaviors to improve the health of oneself and others.
Prior Academic Knowledge & Prerequisite Skills: Students have previous knowledge in managing stress, anxiety, and depression from the previous lesson. They
also have information in diet and exercise as well as relationships and their effects on MEH from a previous lesson.
Academic Language:
Barriers: obstacles that prevent something from happening.
Analyze: discover or reveal through a deeper examination.
Health enhancing: Things that can boost your health in a positive way.
Coping Strategies: are actions we take--consciously or unconsciously--to deal with stress, problems, or uncomfortable emotions.
Influence: someone or something that has an effect on character, development, or behavior of someone or something, or the effect itself
Social Media: internet applications or websites where people can communicate with each other and world events that go on.
Misconceptions:
Implementing these healthy strategies into our lives is too much work and hassle. Healthy strategies only work for those who are already using them.
Instant Activity: Have students come in and sit in their seats. Have students answer the question “How would you feel if you had to give
up your phone for 24 hours? Why would you feel this way?” Have students share with the class and if they are reluctant to, switch into 3-5 minutes
small group discussions.
Set Introduction: Hello everyone and good morning! Welcome back I hope you all had a great break. Two weeks ago we talked about
relationships and how they affect our MEH and today we are going to talk about social media. After social media we are going to switch
to stations and review the things we have gone over these past few weeks.
-Remind them about a positive learning environment.
-Introduce ourselves.
Transition: Now that students have been informed of the idea we are talking about we will move into a review from last week and
introduce the topic of today again.
PowerPoint- Have students do the review from last week's slideshow and answer questions. 5-10 minutes
Details: Students will get out a sheet of paper and answer the following questions. Two are about the previous lesson and one is about
the one we are about to teach: -What influences can affect your relationship as it relates to mental and emotional health?
- What coping strategies did you implement in your life as it relates to your personal relationships?
-How does social media make you feel?
Transition: After students have answered the “how does social media make you feel?” in the previous task move into the large group
discussion where you will dig deeper into this thought.
5 minutes
Large group discussion over social media:
Details- Facilitate a large group discussion over social media. Ask students questions like: How does it make you feel? How often do you
check it? Do you delete posts if you do not get enough likes (or know someone who does)? Do you ever feel stressed or upset due to
social media and its drama?
Transition: Now that you know students personal views on social media and how it makes them feel we will move into the content slides
that include the effects and coping strategies.
Content Slides: 10 minutes
Details: Go over the slides “effects on mental and emotional health,” “Coping strategies,” and “Influences.” These are all content
slides. Have students give examples of how social media could be both a positive and a negative thing as well as examples of how they
do to not allow social media to get to them (coping strategy).
Transition: Now that we have talked about the effects, the influences and ways to cope with it, we will have a deeper examination of
how these influences relating to social media can affect their mental and emotional health.
Large group discussion: Analyzing Influences 3-5 minutes
Details: Facilitate a large group discussion over the influences that affect their mental and emotional health as it relates to social media.
We have a specific list of influences such as parents, peers, partners, teachers and siblings that we will examine on a deeper level. The
discussion may have to be put into a small discussion if there aren't many answers or participation. We will ask students questions like
how specific influences affect their MEH relating to social media and having them identifying the pros and cons of each influence.
Transition: After the content slides and large group discussion, the students will do the activity practicing analyzing influences through
specific case studies.
Social Media Activity:

15 minutes
Details: Students will be split into groups based on different suits they are given in a deck of cards. After students are separated into
groups they will be given a different case study. They are as follows:
1. You make a tweet talking bad about a teacher/coach and a student brings it to their attention. The teacher/coach confronts you
and asks why you would post it and why you feel that way.
2. You post a snapchat with an alcoholic drink in your hand and someone screenshots it and sends it to your parents.
3. All of the sudden your friend blocks you on all social media platforms and you don’t know why, how do you handle that?
4. *against your better judgment* you went to a party and got too messed up. The next day you find out there is a video going
around of you past out on the toilet.
5. Your coach sees a picture someone posted on Facebook/Instagram in which you are flicking off the camera, while wearing your
uniform. He/she pulls you into his/her office to lecture you on how your actions reflect on the team. Your coach decides to
bench you for the next game.
Students will work in a group to come up with different ways to handle the situation. Write on the board the steps to analyzing
influences and walk them through an example first. The example case will be:
-You and all your friends (except for one) are hanging out and you post it all over social media. The one friend finds it and confronts you
about it. Students will identify the person and/or situation that is influencing them, if it is positive or negative, and how it affects them.
Skill cues:
1. Identify the influence

2. Analyze the influence (how do you know its influencing you, what messages are you receiving, how much is it influencing you)
3. Examine factors and impact (how do they affect my thoughts and values)
4. Consider an action plan
Transition: Students will now go back to their seats and prepare to engage in the social media review discussion.
Social Media Review:
2-3 minutes
What are some specific influences that affect your mental and emotional health?
What are some positive effects social media has on your mental and emotional health?
What are some negative effects social media has on your mental and emotional health?
How can you use social media in a positive way?
Brain Break:
Details: If time permits students will be able to use the restroom or get water.
Transition: Students will now be transitioning into stations. They will be given 12-15 minutes at each station. Two teachers (Kate and
Holly) will each have their own station. Two other teachers (Travis and Jack) will take a different station. Students will go to the location
of the activity, complete a recap and activity and then end with a mini closure before the group switches to the next. Students will be
grouped by a deck of cards. Clovers with Kate, Spades with Holly, Hearts with Travis and Jack.
Stress/Anxiety/Depression Station: Rate their mood + Coloring

Details: When students get to this center they will be implementing one of the many coping strategies we introduced to them in the
beginning. Students will be taking a break, by doing a coloring page at this station. When students first arrive they will write down on a 15 minutes
sheet of paper the things that are currently stressing them out. They will then rate their mood on a scale of 1-10. They will then be given
a coloring sheet and they will quietly complete it. After a 10 minute time period they will then rate their mood again and see if the stress
they were feeling before had gone down.
Physical Activity Station: Yoga

Details: When students arrive at this station, they will do a quick recap going over questions related to how physical activity can affect
their mood. Students will rate their mood on a scale of 1-10 before performing yoga exercises and after the yoga exercises. Students will 15 minutes
perform poses for 8 minutes. This activity is individual even though there will be others in the group. Students are to put their mind at
ease and think of a calm and quiet place when doing these exercises. Students should not be talking at all to other students that are
participating. They will then rate their mood after the activity. I will do a closure asking students if their mood has improved and will go
into depth about how participating in physical activity can enhance their mental and emotional health. I will also have them write down
one activity they can implement to their life to help them cope when going through adversity.
Relationships Station: Coping strategies and scenarios

Details: When students arrive at this station divide them into 3 groups of 3(possibly one group of 2). As a collective group run through
the healthy vs unhealthy coping strategies worksheet. Review positive and negative coping strategies, and lead the students through 15 minutes
the example scenarios and have them answer these three questions for each scenario: What consequences might result from this
individual’s unhealthy coping strategy? What healthy coping strategies could be helpful for the individual? What barriers might be
preventing the individual from using healthy coping strategies? Then in their groups students will work together to write down two
unhealthy coping strategies they are currently using and possible negative consequences of those strategies. Afterwards, students will
decide on three healthy coping strategies they could use instead, as well as positive outcomes of using those strategies and possible
barriers preventing them from incorporating them. If there is extra time, have groups share their worksheets with one another. Before
moving to the next station there is a small closure. Provide feedback to students and discuss the importance of the assignment (relate it
back to the objectives).
TIME ALLOCATIONS
CLOSURE ACTIVITIES
Closure: 5 minutes
Details: Have students write on the back of the same paper they wrote the introduction on. They answer the following questions:
- Out of the 4 topics we spoke about (Social media, SAD, Physical activity & diet and Relationships) which one MOST POSITIVELY
affects your MEH? Which one most NEGATIVELY affects your MEH? And Why?
- What coping strategies can you use for the topic that negatively affects your MEH the most? (Have at least 3)
Closing Statement: We would like to thank you all for allowing us to come out and be a part of your class for the past four weeks! We
have loved teaching you and really hope that you are able to take something away from what we have taught you. Remember that just
about everything can affect your MEH but finding healthy ways to deal with it leads to a happy and healthy lifestyle! Have a wonderful
weekend.

Assessment Strategy #1: Coping strategies worksheet Alignment with Objectives: During the coping strategies worksheet students
will show their ability to eliminate unhealthy coping strategies and replace
them with healthy ones. Students will analyze barriers to their coping
strategies, as well as list potential negative outcomes of continuing to
incorporate unhealthy strategies. This is done to deter the student away from
making unhealthy choices and promotes the demonstration of healthy
behaviors.
Evidence of Student Learning: Students learning can be seen by viewing the

end product of the worksheet. If completely correctly students will have
identified a current problem, listed unhealthy coping strategies they use,
consequences to those strategies, new healthy ways to cope, and potential
barriers to those healthy strategies. Going through these steps helps students
achieve a higher level of thinking. At this level student learning is more
apparent as you can see them understanding how to make the healthier
decision.
Student Feedback: During the assignment the teacher should watch over the
students to provide feedback and to make sure the worksheet is being done
correctly. Feedback will also be given during a small closure before students
move to the next station
Assessment Strategy #2: TOD Alignment with Objectives: During the ticket out the door students will take
what they learned from the stations and apply it to the closing questions.
Evidence of Student Learning:

Student learning will be shown by the answers provided from the TOD. If they
are able to name four coping strategies and the one that works best for them
then we know that they were able to take something we taught with them.
This allows students to enhance their MEH by finding healthy ways to enhance
their health.
Student Feedback: During this activity the teachers will be walking around
answering any lingering questions and clarifying any confusion.

Building on Personal/Cultural/Community Assets: Students will be able to use the information and skills from this lesson in their everyday lives. They will improve
their mental and emotional health by acquiring the skills needed to use social media in a positive, healthy way.
Grouping Strategies: Students are grouped based on random card selection. We will be using a deck of cards to evenly distribute the groups.
Planned Supports:
In order to meet the needs of all students in the classroom, we have implemented a few different instructional strategies within this lesson. We have open group
discussions for those who learn best through auditory information, and we have a PowerPoint with key information along with pictures to adapt for visual
learners. Depending on the students’ skill levels, the teachers will be prepared to break off and facilitate group discussion with a couple rows instead of the
whole class. This will help lower level thinkers engage and participate in the discussions.

Sources: Relationship worksheet- https://www.therapistaid.com/therapy-worksheet/healthy-unhealthy-coping-strategies
Teacher Candidates: Kate Casagrande, Holly McQueen, Travis Hadaway & Jack Sawyer
Date of Lesson: 2/14/2020 Class Time: 8:32- 10:07; 10:12 -11:47
School Name and Grade: Allatoona High School, 9th grade Technology Use: None
Length of Lesson: 95 minutes Number of Students: 34 students
Equipment/Supplies: PowerPoint, Sticky Notes, Paper, 35 copies of coping Description of Facility: Classroom
worksheet
Cognitive:
1. When completing the Think-Pair-Share TSWBAT Compare and contrast how peer pressure is linked to emotional, intellectual, physical, and social health.
2.During the “Dealing with Negative situations” activity, and the “Sticky-note activity” TSWBAT Analyze a variety of positive and negative influences within their
family
Psychomotor:
1. During the Fishing for Healthy Relationships TSWBAT Analyze how their family influences the health of individuals
2.During the “Who Would You tell activity” TSWBAT Differentiate the relevant influences, including family, culture, peers, school, community, media,
technology, and public health policies, on mental and emotional health practices and behaviors.
Affective:
1.During the closure TSWBAT Analyze how peers and perceptions of norms influence personal healthy and unhealthy mental and emotional health behaviors.
National Standards:
Central Focus of Lesson: How do Relationships affect your Mental and Healthy Behavioral Outcome:
Emotional Health? HBO 2. Engage in activities that are mentally and emotionally healthy.
HBO 4. Prevent and manage emotional stress and anxiety in healthy ways.
Standard 1: Students will comprehend concepts related to health promotion He H.S.1.b. Describe the interrelationships of emotional, intellectual, physical,
and disease prevention to enhance health and social health
HE H.S1.b: Compare and contrast how peer pressure is linked to emotional, He H.s.2.A. Analyze how the family influences the health of individuals.
intellectual, physical, and social health H.S.2.C. Analyze how peers influence healthy and unhealthy behaviors.
HE H.S2.a Analyze a variety of positive and negative influences within their He H.S.7.b. Choose a variety of healthy practices and behaviors that will
family maintain or improve health.

media, technology, and other factors on health behaviors.
MEH2.12.3 Analyze how peers and perceptions of norms influence healthy and
MEH2.12.4 Analyze how personal attitudes, values, and beliefs influence
healthy and unhealthy mental and emotional health behaviors.
Standard 7: Students will demonstrate the ability to practice health-enhancing

behaviors and avoid or reduce health risks.
HE H.S.7.b: Identify a variety of behaviors that avoid or reduce risks to self and
others
Prior Academic Knowledge & Prerequisite Skills: In their personal relationships, knowing what factors are positive and negative.
Academic Language:
Analyze- relationships
Peers- Someone else close in age (classmate, friend)
Influence- someone or something that has an effect on character, development, or behavior of someone or something, or the effect itself
Coping strategies- are actions we take--consciously or unconsciously--to deal with stress, problems, or uncomfortable emotions.
Misconceptions:
-You are stuck in relationships
-You can change someone to turn the relationship into a positive one
-Only Dating Relationships can be toxic
Recap: Students will review from last lesson over how diet and physical activity can affect mental and emotional health. Students will
name 3 strategies they implemented into your diet and/physical activity that enhanced your mental and emotional health. Students will
lastly write down how their family and peers affect their mental and emotional health.
5-10 Minutes
Instant Activity: Snowball
Details: Have students take a sheet of paper and rip it in half. On one half of the paper have them write two positive things that come to
mind when they think of a relationship. On the other half of the paper have them write two negative things that come to mind. The
students will then crumple up the papers and throw them into two different buckets in the front of the room. Have the students get up
and get a random paper from each bucket, because they will be the ones reading the characteristics off the paper. Make a list of
positives and negatives on the board as they read them off and have a discussion about it.
Set Introduction:
Hello everyone and welcome back! I hope you are all having a wonderful valentine's day and are looking forward to the break coming 2 Minutes
up. Last week we talked about Diet and Exercise and their effects on MEH. Did anyone implement any healthy foods into their diet?
Great! Today we will be talking about relationships and how they affect MEH.
-Encourage them to share specific ways relationships affect their MEH.
PowerPoint: What is a Relationship? Who is Involved

Details: Open a discussion with the class about what they think about a relationship and what it involves. As they list different people 5 Minutes
write a list down on the board for everyone to see.
Transition: Now that we have discussed the different types of relationships we are going to analyze it.
Who Would you tell:

Details: Give the students the following scenarios and have them pair up with another student they have never worked with before. As
they are reading through the scenarios they will identify, from the list they created on the board before, who they would tell each
scenario to. Have the students identify who they told the most positive things to and who they told the most negative things to. Have 10 Minutes
them share with the class after they have shared with their partner. Ask students why they think they share with one person more than
the other person.
Scenarios:
1. You are failing a class because you do not understand the material and need a tutor.
2. You have not been doing your homework because you do not feel like it and are close to being kicked off the team.
3. Your friend is very depressed but does not want you to tell anyone.
4. You and one of your family members are not getting along and living with them is getting difficult.
5. Your parents/friends parents are going through a divorce.
Transition: Now that we have identified who we talk to, we are going to figure out the role peers have on our mental health.
PowerPoint: Intro
Details: Have students go over positive and negative characteristics of peers. Go over the model of analyzing influences:
When going over this slide, define the skill, discuss its relevance, and discuss the critical elements (this will cover steps 1 and 2 of the 5 Minutes
developmental process).
10 Minutes
-Tie in Social media, how it affects their MEH, and affects their relationships.
Transition: Now that we know how to analyze, and what peer pressure is we want you to answer a few questions.
Activity: Pressure Think-Pair-Share

Details: Have students write the following answers down on a piece of paper.
1. What is peer pressure?
2. What is the difference between negative and positive peer pressure?
3. Have you ever been pressured to do something you didn't want to do? 15 Minutes
4. How can you prepare yourself for pressure?
5. What is the hardest kind of pressure to resist? (Strangers, family, friends)
Transition: Now that we know what peer pressure is and have an idea on how it affects you, we are going to talk about positive ways to
deal with peer pressure and communicate in a positive way.
Activity: Dealing with Negative Situations

Details: Give students three scenarios and have them pick one. Have them follow the list above and have them write out at least two
options to handle the situation. They will do this by themselves then with a partner and share with the class. Before letting the students
pick a scenario and go through the steps, first model what that looks like with the class. Demonstrate the skill of analyzing as you work
through a scenario. (Step 3 of the developmental process). This activity also allows students opportunities to evaluate internal and
external influences in a variety of contexts that are relevant to their lives (step 4 of the developmental process).
1. Identify the situation 3-5 Minutes
2. Is it external or internal?
3. Why is it negative?
4. Come up with different options to handle the situation and consider the outcomes.
5. Always pick the one you think will have the best outcome. 15 Minutes
6. Reflect on how you could have been better.
Scenarios:
1. You found out that the person you sit next to everyday at lunch posted on their finsta that you were annoying.
2. The varsity coach said you were close to making the team but felt as if you were not dedicated enough to the team and wants
you to prove to them why you should be on the team,
3. You just found out from your best friend that your significant other is cheating on you.
Bathroom Break: Students will take a few minutes to take a break from working and use the restroom if they need to.
Activity: Fishing For Healthy Relationships:

10 Minutes
Details: Hand the students a pile of pre-cut characteristics and the “Fishing for Healthy Relationships’’ worksheet. Students will work in
a small group of 5-6 people. They will grab one card from the pile and put it into a category (not important, somewhat, or very
important). Students will have to communicate with each other and come to an agreement. After they have filled in the chart they will
share with the class the things they categorized. From there the students will list one thing that was influenced by the group and
identify their greatest necessity in a relationship. Students will do this for peers and again for family relationships.
Transition: Now that the students have identified characteristics important to them and started to consider the role that influences play
in relationships we will have the students spend time analyzing specific positive and negative influences that peers and family have on
their lives and discuss how those influences affect their MEH.
5-10 Minutes
Activity: Sticky Note

Details: Give students two sticky notes and have them write positive things on one and negative things on another when it comes to
peer pressure. Have students put negatives on one side and positives on another. Have them all come grab one and find a new seat to
sit in. Go up and down the rows having students read the sticky notes. Ask for examples and write them on the board. After students do
this with peers they will do it again with family influences. Ask students how this affects their MEH and ways they can better improve it.
Have them write it on a piece of paper. Here students are getting more practice time analyzing influences, specifically positive and
negative influences around peer pressure, providing students with a different context (step 4 of the developmental process). 15-20 minutes
Transition: Now that students have spent time analyzing influences we want to spend some time making sure they understand how
these factors affect their MEH and review some potential coping strategies to help improve relationships as a whole.
PowerPoint: Go over slides: What factors influence your MEH when dealing with relationships? Ways to cope with relationships
Transition: Students have spent time discussing ways to cope with stressful relationships and now they will put those strategies into
practice
Activity: Coping Strategies

Details: Students will complete a positive vs negative coping strategies worksheet. The teacher will lead a group discussion on positive
and negative coping strategies and review example scenarios of people coping negatively with issues in their relationships. Students will
have to answer these three questions about each scenario. What consequences might result from this individual’s unhealthy coping
strategy? What healthy coping strategies could be helpful for the individual? What barriers might be preventing the individual from using
healthy coping strategies? After working together as a class through the example scenarios, students will fill out a worksheet that has
them identify a problem with a relationship they are currently dealing with. Then the student writes down two unhealthy coping
strategies they are currently using and possible negative consequences of those strategies. Afterwards, students will decide on three
healthy coping strategies they could use instead, as well as positive outcomes of using those strategies and possible barriers preventing
them from incorporating them.
Transition: At this point the students will have accomplished everything we wanted them to, now we need to wrap up the lesson, recap
on the important aspects of the lesson, and do our closure.
TIME ALLOCATIONS
CLOSURE ACTIVITIES
Closure Activity: 3-2-1 TOD
3-5 Minutes
Details:
Name 3 influences that can affect your mental and emotional health that relate to personal relationships
Name 2 positive or negative influences within your family
Name 1 coping strategy you are going to incorporate into your personal relationships
Here the teacher can check student progress of understanding the skills and provide students with feedback and reinforce the material
if necessary (step 5 of the skill development process).

Assessment Strategy #1: Students will participate in group discussion and Alignment with Objectives: When completing the “think-pair-share” activity,
activities. the students will compare and contrast how peer pressure is linked to
emotional, intellectual, physical, and social health. During the “fishing for
healthy relationships” activity, students will analyze how the family influences
the health of individuals.

Student learning will be apparent during discussions. We can evaluate if
students are learning by seeing how their responses to our questions change
as the lesson progresses.
Student Feedback: Teacher will provide congruent feedback by walking around

and assisting students during group activities.
Assessment Strategy #2: Alignment with Objectives: Our ticket out the door is directed correlated to
the lessons objectives. The students will name 2 positive or negative influences
TOD: 3 - 2 - 1 within their family and list 3 influences that can affect their mental and
Name 3 influences that can affect your mental and emotional health that relate emotional health that relate to personal relationships.
to personal relationships.
Name 2 positive or negative influences within your family

The TOD will serve as evidence for student learning at the end of this lesson.
Name 1 coping strategy you are going to incorporate into your personal The content they provide on the sheet will serve as a check to see if they
relationships learned what we wanted them to.
Student Feedback:
We will provide feedback to the activities that perform in the lesson and
answer any questions they may have while writing the TOD.
Building on Personal/Cultural/Community Assets:

Students will be able to use the information and skills from this lesson in their everyday lives. They will improve their mental and emotional health by acquiring
the skills needed to build positive relationships and understanding how relationships or family may influence their mental and emotional health.
Grouping Strategies: In our “who would you tell” activity students will be in partners with another classmate who they have never worked with before to get
them out of their comfort zone and to meet new people. To do this we will match up students with people on the opposite side of the room from them. In the
“fishing for relationships” activity students will be working in small groups (5-6 people). Students will have to work together and communicate with their peers
in order to complete the activity. These groups will be determined by the rows students are sitting in.
Planned Supports:
To ensure that the needs of all students in the classroom are met we have several different approaches to teaching embedded within the lesson. We have open
group discussions for students that learn best through auditory means, and we have a PowerPoint with key information along with pictures to help visual
learners better take in the information. Students will also be grouped up in different ways throughout the lesson. This gives students the chance to work
individually, with a partner, and in a group.

Sources: https://www.therapistaid.com/worksheets/healthy-unhealthy-coping-strategies.pdf
Lesson Planning for Skills-Based Health Education, Sarah Benes, Holly Alperin
Teacher Candidates: Kate, Holly, Travis, and Jack
Date of Lesson: February 7, 2020 Class Time: 8:20-10:05am and 10:10-11:47 am
School Name and Grade: Allatoona High School and 9th grade Technology Use: None
Length of Lesson: 95 minutes Number of Students: 34 Students
Equipment/Supplies: PowerPoint slides, a yellow and orange sticky note for each Description of Facility: Classroom / small gym space
student (68 total), 2 whiteboard markers, 38 frisbees or poly spots
Cognitive:
TSWBAT Analyze how diet and exercise impact their mental and emotional health.
TSWBAT Analyze how mental and emotional health can affect health-related behaviors.
Psychomotor:
TSWBAT Analyze how some health risk behaviors influence the likelihood of engaging in other unhealthy mental and emotional health behaviors.
TSWBAT Analyze the role of individual responsibility in enhancing personal mental and emotional health.
Affective: TSWBAT incorporate one health enhancing strategy into their everyday life.
National Standards:
Central Focus of Lesson: How does diet and exercise affect mental and emotional Healthy Behavioral Outcome: HBO 2. Engage in activities that are mentally and
health? emotionally healthy.
Standard 1: Students will comprehend concepts related to health promotion and HE H.S.1: g. Compare and contrast the benefits of and barriers to practicing a
disease prevention to enhance health. variety of healthy behaviors
MEH1.12.3 Analyze how mental and emotional health can affect health-related
behaviors. HE H.S.2: c. Analyze how peers influence healthy and unhealthy behaviors.
Standard 2: Students will analyze the influence of family, peers, culture, media, HE H.S.2: g. Analyze how the perceptions of norms influence healthy and
technology, and other factors on health behaviors. unhealthy behaviors.
MEH2.12.2 Analyze how culture supports and challenges mental and emotional
health beliefs, practices and behaviors. HE H.S.2: h. Analyze the influence of personal values and beliefs on individual
MEH2.12.3 Analyze how peers and perceptions of norms influence healthy and health practices and behaviors.
MEH2.12.4 Analyze how personal attitudes, values, and beliefs influence healthy HE H.S.7: a. Demonstrate individual responsibility for improving personal health.
and unhealthy mental and emotional health behaviors.
engaging in other unhealthy mental and emotional health behaviors.
accessible, equitable, and affordable products and services that support mental and
emotional health for oneself and others.
Standard 7: Students will demonstrate the ability to practice health-enhancing

behaviors and avoid or reduce health risks.
MEH7.12.1 Analyze the role of individual responsibility in enhancing personal
mental and emotional health.
Prior Academic Knowledge & Prerequisite Skills: Information from our previous lesson (coping strategies, potential influences), general understanding of healthy food
options
Academic Language:
Analyze- The health-related behaviors and risks, the role of individual responsibility in engaging in MEH, how diet and exercise affect MEH
Influence- The capacity to have an effect on the character, development, or behavior of someone or something, or the effect itself
Misconceptions: Physical exercise and diet only affect your physical health
Instant Activity: 3-2-5

5 Minutes
Details: Students will write out 3 things they remember from the previous lesson. Then they will write down 2 coping strategies they tried
incorporating into their lives from last week. Finally, students will write 5 things they think affect their diet and exercise. When students are
finished, we will have a discussion with the class about things that affect diet and exercise then have students share the things they wrote
down. We will have a student write on the board the factors that influence diet and exercise.
Introduction:
-Good morning and Name Introductions.
-Last week we talked about Stress, anxiety, and depression and their effects on MEH. This Week we will talk about Diet and Exercises effects 2-3 Minutes
on MEH.
-Mental Health can be improved just by eating better and exercising.
-This is a safe place; we encourage talking but understand if you do not want to.
Transition: Now that we have recapped a bit on last week and introduced the purpose for our lesson, we can begin
PowerPoint: Go over slide: Key terms

Details: Review exactly what an influence is to make sure the class is all on the same page. Be sure to stress the importance of analyzing 2-3 minutes
influences (they encourage every decision we make). Go over what it means to analyze something so students will understand how to do so for
the next activity. At this stage in the lesson we are introducing the skill of analyzing influences. We give the students a general overview and
also explain the critical elements of the skill, covering both step 1 and 2 of the developmental process of developing skills.
Activity: Influences affecting diet and fitness

Details: The students will write down 2 influences on their sticky note that they think affect diet and fitness. Then they will post the sticky note 10 minutes
on the board for others to see. Next, the teachers will walk around and read off all the influences the students wrote down. The teacher will ask
the students for examples. The teacher will also model how to analyze influences during this part of the lesson by going more in depth on some
of the examples given to try to get students to think more critically about why these influences affect them. This is step 3 of the developmental
process.
Transition: Now that we have gone over some influences that may affect diet and fitness, we are going to talk about how diet can affect you,
some foods that boost your mood, and what a general diet should look like and what some barriers when trying to eat healthy foods.
PowerPoint: Go over slides: How diet can affect you, Boost your mood foods, and What should your diet look like. Watch a short video.
10 minutes
Transition: Students will now have a better understanding of foods they should incorporate into their diet; the grouping activity next will test
their ability to identify other foods and the major food group they belong in.
Activity: Compare and Contrast your plate

Details: Students will compare and contrast a meal they typically eat to a meal they will make up that consists of all food groups. After they
write down the meal they eat they will write down how it makes them feel mentally (tired, depressed, not confident, guilty, proud, energized). 10 minutes
Stress the importance of these foods and the direct correlation to MEH. Once they list the foods they wish to incorporate, relate it to the “Boost
Your Mood Foods” slide and their direct correlation to MEH. Have students do them alone, compare it with a partner, then share with the
class.
Transition: Now that students have an idea about what their plate should look like, we can begin identifying what the healthy options within
different food groups are as well as the role physical activity plays on their health.
10 minutes
PowerPoint: Go over slides: Influences that can affect your diet, Some examples of healthy foods and fun facts
Transition: Now that students have an idea of what influences are and some specific examples of diet influences, we are going to have them
analyze what influences specifically affect their diet.
Activity: Mind Map

Details: Students will each get a Mind Map. They will put their name in the center of the map. Students will think of influences that affect their
diet. Students will compare and contrast Then, students will put a star by their positives and a square by their negative influences. From there 10 minutes
students will pick 2 negatives and list how they will make them a positive. Then they will do a think pair share which is where they will find a
partner who has the same color shirt. Partner A will look at Partner B’s negatives and give them two strategies/ideas to turn them into
positives. Partner B will do the same with Partner A. Remind students what an influence is and give them an example before they begin.
During this part of the lesson students are getting the opportunity to practice the skill of analyzing influences by thinking critically about their
influences as well as a peer’s. (step 4 of the developmental process)
Transition: Before we start our next activity we are going to give you a few minutes to use the restroom if you need to. When we come back
we will be starting on physical activity.
Brain Break:
Details: Have the students take 2-3 minutes to get water or use the restroom before going to the gym.
2-3 minutes
Transition: Now that we have discussed how physical activity can affect a person, we want to show students what that looks like. Have all the
students have a sheet of paper ready. Then, we will watch the short video
PowerPoint: Go over slides: How physical activity can affect you, Examples of physical activity and some barriers when trying to participate
in physical activity.
5 minutes
Activity: Rate your mood based on an emoji
Details: Students will rate their mood based on an emoji and record it on a sheet of paper. They will choose from 1 of the 3 emojis on the
PowerPoint slide. 2 minutes
Transition: After students have evaluated their mood, the class will move into an open gym space for physical activity.
Activity: Physical activity in the gym

Details: The students will spend 10 minutes participating in moderate physical exercise (pizza tag, other small game/instant activity) 15 minutes
Transition: The class will line up and walk quietly from the gym back into the classroom to reevaluate their mood.
Activity: Rate your mood on a scale of 1-10

Details: Students had a chance to rate their mood before exercising and now get to afterwards. Students' moods will have hopefully improved
to some degree. This gives students the opportunity to see how physical exercise can improve emotional health first hand. The teacher will lead 2-3 minutes
a discussion on that concept after students have had enough time to reevaluate. According to the health survey around 40% of students felt
“random out of control behavior” that could lead to them hurting themself or others. Acknowledge that physical fitness can help this. It is at
this stage of the lesson that the teacher is giving their students another chance to practice the skill of analyzing (step 4).
Transition: Now we are going to discuss specifically how influences affect physical activity.
PowerPoint: Go over slide - How do influences affect physical activity? Ask students for specific examples of influences in their lives. When
talking about barriers ask students for solutions to those barriers, lead a discussion on this. Give an example if students can’t come up with
solutions on their own.
5 minutes
Transition: now students will participate in a scenarios game so students can see how their choices match up with their peers and to analyze the
influences that may have led to those choices.
Activity: Scenarios
Details: The teacher will read off scenarios one by one to the class. Students will stand up if they have done what the scenario states. Students 5 minutes
remain seated if they have not. The purpose of this is for students to see how similar their choices are to their peers. The teacher will also go
over statistics from the GSHS survey to address group norms. The teacher should ask students why they feel they make these choices, what
influences led them to do so? Then ask students about potential strategies they could incorporate to improve behavior.
Scenarios: Eat fast food at least 2 or more times a week

Tried meal prepping
Eat either fruits or vegetables daily
Used my plate, website or app as a reference for a meal
Exercised at least 3 times in the past week? (GSHS states that over 70% of students in the 9th grade do this)
Have you ever been influenced to join a team or get physically active due to your school? (over 50%of students say they feel connected to their
school)
TIME ALLOCATIONS
CLOSURE ACTIVITIES
Closing Statement: Thank you all for allowing us to come out here again and for participating. I’d like to reiterate the importance of this lesson
is not to teach you about diet and exercise, but to educate on how these things can affect your mental and emotional health. We looked in depth 5-7 minutes
how the influences around you can affect your diet and exercise and in turn have a direct impact on your MEH. We hope you’ve learned
something today and can use that knowledge to engage in more healthy behaviors.
Closure: 3 - 2 - 1 Ticket Out the Door
Details: Students will write down three influences that affect their diet, 2 influences that affect their physical activity, and 1 health enhancing
strategy they can incorporate in their life today. For the influences students will also need to identify if they are internal or external and
positive or negative.. They will pass their papers to the front and the teachers will collect them. Here the teacher can check student progress of
understanding the skills and provide students with feedback and reinforce the material if necessary (step 5 of the skill development process).
The teacher will also do a wrap up of the lesson to ensure students understand the purpose of it.

How will you know whether students are making progress toward your learning goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use
the chart below to describe and justify at least 2 formal or informal assessment strategies.
Assessment Strategy #1: Students will participate in activities and class Alignment with Objectives: This assessment aligns with the objectives for the
discussion. lesson because during our activities and discussions students will have to identify
different influences that affect their diet and exercise habits. During our physical
activity segment students will be given the opportunity to demonstrate how being
physically active can have a direct impact on their mood .
Evidence of Student Learning: Student learning will be apparent during

discussions. We can evaluate if students are learning by seeing how their responses
to our questions change as the lesson progresses.
Student Feedback: Teacher will provide congruent feedback by walking around

and assisting students during group activities.
Assessment Strategy #2: Students will complete 3-2-1 TOD Alignment with Objectives: Our ticket out the door is directed correlated to the
lessons objectives. Students will have to take what they have learned and analyze 3
TOD: different influences that affect their diet as well as 2 influences that affect their
3 influences that affect their diet physical activity levels as well.
2 influences that affect their physical activity
1 health enhancing strategy you can incorporate in your life today
Evidence of Student Learning: The TOD itself will serve as evidence for student
learning. The content they provide on the sheet will serve as a check to see if they
learned what we wanted them to.
Student Feedback: We will provide feedback to the activities that perform in the
lesson and answer any questions they may have while writing the TOD.

Students will be able to use the information and skills from this lesson in their everyday lives in order to improve their diets and increase their fitness levels
Grouping Strategies:
The class will be divided into 2 groups based on their birthday (January-June; July-December) For the grouping the food activity.
Descr
Planne Planned Supports: To ensure that the needs of all students in the classroom are met we have several different approaches to teaching embedded within the lesson. We
have open group discussions for our auditory learners, activities and worksheets for hands-on learners, we have a powerpoint with key information along with pictures to
help visual learners better take in the information, and we have physical activity in the lesson for kinesthetic learners to get students moving to improve mood and blood
flow to the brain and multiple different activities that allow the students to do the talking, which in turn, means they are doing the learning.

Sources:
https://www.verywellmind.com/foods-for-a-better-mood-89889
https://www.boredpanda.com/interesting-food-facts-lorcan-fearon/?utm_source=google&utm_medium=organic&utm_campaign=organic
Teacher Candidates: Holly McQueen, Kate Casagrande, Travis Hadaway, Jack Sawyer

Date of Lesson: 1/31/2020 Class Time: 8:20-10:05am and 10:10-11:47 am
School Name and Grade: Allatoona High School and 9th Grade Technology Use: None
Length of Lesson: 95 minutes Number of Students: 34 Students
Equipment/Supplies: PowerPoint Slide, 3 Handouts, Computer (Video), Sticky Description of Facility: Classroom
notes for every student, index cards
Cognitive:
TSWBAT Identify healthy behaviors that impact personal health.
TSWBAT evaluate effective strategies for dealing with stress
Psychomotor:
TSWBAT develop at least two new coping strategies for stress, anxiety, or depression.
TSWBAT Analyze the causes, symptoms, and effects of depression, stress, and anxiety
Affective: TSWBAT adapt at least one of the coping strategies taught in class and utilize them in their everyday lives.
National Standards:
Central Focus of Lesson: What is a healthy person? How can Stress, Depression Healthy Behavioral Outcome: HBO 4. Prevent and manage emotional stress
and Anxiety affect my daily routines? and anxiety in healthy ways
GPS Assessed:
National Standards Addressed: HE9.1b. Describe the interrelationships of emotional, intellectual, physical, and
social health.
Standard 1: Students will comprehend concepts related to health promotion and
disease prevention to enhance health.
Standard 2: Students will analyze the influence of family, peers, culture, media,
technology, and other factors on health behaviors.
● MEH1.12.1 Analyze the interrelationship of physical, mental, emotional,

social and spiritual health. (HBO 1 & 2)
● MEH1.12.2 Analyze characteristics of a mentally and emotionally
healthy person. (HBO 1 & 2)
● MEH1.12.3 Analyze how mental and emotional health can affect health-
related behaviors. (HBO 1, 2, 3 & 4)
● MEH1.12.7 Analyze the causes, symptoms, and effects of depression.
(HBO 2, 3, 4 & 5)
● MEH1.12.8 Analyze the causes, symptoms, and effects of anxiety. (HBO
2, 3, 4 & 5)
MEH1.12.16 Evaluate effective strategies for dealing with stress. (HBO 4)
Prior Academic Knowledge & Prerequisite Skills: Students will have little to no previous knowledge on the subject but can still be successful.
Academic Language:
Coping mechanism- strategies people often use in the face of stress and/or trauma to help manage painful or difficult emotions.
Identify- things that cause stress, anxiety, and depression
Analyze- Causes and symptoms.

Cope- deal effectively with something difficult.
Misconceptions: Mental health is always negative and viewed in a negative way. Another misconception is that you can only do something about stress, depression,
and anxiety when they are happening, when some strategies can be taught to prevent them.
5 Minutes
Ice Breaker: Unique Share
Details: Ask participants to form groups of five people with the people around them. Pass out sheets of paper and writing utensil. The first half
of the activity is the Shared part. Instruct a notetaker for each group to create a list of many common traits or qualities that members of the
group have in common. Avoid writing things that are immediately obvious (e.g. don’t write down something like “everyone has hair” or “we
are all wearing clothes”). The goal is for everyone to dig deeper than the superficial. Allow about five or six minutes and then have a
spokesperson from each subgroup read their list. If there are too many groups, ask for a few volunteers to read their list. As the teachers we
will also read the things we have in common to introduce ourselves and to give them an example of things to do.
Transition: Thank the students for introducing themselves and acknowledge that trust has been established in the classroom. Tell them that you
want to get a base standard of what they think of an emotionally healthy person.
3 Minutes
Mini Activity: What is your version of a healthy mental and emotional person?
Details: Students will think about a specific quality/characteristic that a healthy mental and emotional person has and will write it down on a
sticky note. They will then post the sticky note on the board for others to see.
Transition: We did the sticky note activity to get an understanding of what the students believe a healthy person looks like. This was also done
so we could address the negativity towards mental and emotional health, based on the responses the students gave. Now we move into
analyzing their influences that may cause them stress and anxiety, but we first have to establish a firm understanding of those words.
2-3 Minutes
Set Introduction: Raise your hand if we say stress, anxiety, and depression and you think of it in a negative way? We are here to teach you
guys to have a more positive outlook when viewing mental and emotional health. We also want to teach you strategies and preventative
measures for any scenario you may encounter.
5 Minutes
Introduction: What is Stress (Ted Talk Video)
Details: Video is addressing what stress it, how it affects the body and what you can do to manage stress.
Transition: After watching what stress is and how it can affect your mental and emotional health, we want to dig a little deeper into the causes,
symptoms, and ways to lower and cope with stress.
PowerPoint: Go over Stress on the PowerPoint and Handouts

5 Minutes
Details: Students will follow along with the PowerPoint as they are filling out the guided notes and doing stress activities
Transition: Now that we have covered the functional health knowledge, we want students to begin practicing analyzing their influences. Before
beginning the activity go over a general definition of what it means to analyze an influence. Review the critical elements of the skill as well
(step 1 & 2 of the developmental process)
Activity Handout: What Stresses me out 20-35 minutes
Details: A worksheet where students are filling in boxes about specific areas of their life where they are stressed and what specifically stresses
them out in those categories. Students will first fill out the worksheet individually for 3 minutes then they will pair up with a partner near them
and converse with each other about what they have written down for 3 minutes. Ask students to think specifically about their influences and
look to see if they write down more positive or negative influences. Next, we will do a larger, class discussion by asking those who want to
share what they had written down. Before students begin, model an example of exactly what you want them to do. Go through one or two
examples and expand on them, so students have a clear understanding (Step 3 & of the 4 of the developmental process)
Transition: We wanted to offer the students potential coping strategies for the stressors they identified during the previous activity, while this
does not progress the skill of analyzing influences, we felt it was a necessary step to take for this lesson.
10 Minutes
Activity Handout: How do I cope with Stress?
Details: A worksheet where students will circle at least 2 coping strategies they have used when they were stressed out. Students will give an
example of when they used the strategy, explain what they did and rate how well it worked for them in that specific situation. If students
haven’t used any of these strategies listed, they will choose at least 2 and describe when they might use that strategy in the future, what they
could do and how well they think it will work.
3 minutes
Brain Break: Relax
Details: Students will have this time to go to the bathroom and get a drink of water based on designated seating columns. While students are
doing this, there will be a brain teaser video playing to keep students engaged but relaxed.
Transition: After giving students a quick break, we will transition into getting more functional health knowledge out of the way, so students 5 minutes
can return to practicing the skill
PowerPoint: Go over Anxiety on the PowerPoint
Details: Students will follow along with the PowerPoint as they are filling out the guided notes.
Transition: After realizing the symptoms of anxiety and how it can affect your everyday functions, let's think about what things might
personally affect your daily functions.
10 minutes
Discussion: What are your triggers?
Details: Large group discussion where students are encouraged to share things that cause them anxiety. Open thoughts and feelings of others
will be respected. Triggers that are discussed will be talked about and the class will come up with possible solutions to cope with it. Mention
families, peers, and technology’s role in setting off triggers.
Transition: After discussing triggers and guiding the class to talk about technology, family, and their peers influence, we will now show them
how many of them are affected by those outside influences by doing the following scenarios. (step 4 of the developmental process. 20 minutes
Activity: Scenarios
Details: Purpose: Students get the opportunity to see how their choices or lifestyle match up with their classmates, as well as discuss and
analyze how external influences such as family, peers, media, and technology affect the decisions they make
Scenario 1: I have access to healthy meal options at home
Scenario 2: I have a close family member that vapes/smokes
Scenario 3: I’ve purchased something off an Instagram ad
Scenario 4: I did something just because my friends wanted me to, that I later regretted doing
Scenario 5: I spend over an hour looking at my phone before bed, time that I could have spent getting more rest 2-3 minutes
Brain Break: Teasers
Details: Students will take a few minutes to relax while watching a video to give their mind a break.
5 minutes
Transition: here we quickly review some function health knowledge so we can continue on in the lesson.
PowerPoint: Go over Depression on the slide
Details: Students will follow along with the PowerPoint as they are filling out the guided notes. There will also be activities for depression to
go alongside the PowerPoint.
Transition: While learning about Depression, often times people who are experiencing depression have many negative thoughts in their head.
We want to change your perspective on how you view yourself and your life when feeling or experiencing symptoms of depression. 15 minutes
Activity Handout: Replacing Negative thoughts
Details: Students will write down the 3 most negative thoughts that are more prevalent in their life and will come up with positive thoughts to
replace them.
Transition: Though negative thoughts can be turned into positive ones; we are going to think about the positive behaviors/actions that you have
been actively participating in or do throughout your life. (MEH1.12.16 Evaluate effective strategies for dealing with stress. (HBO 4)
10 minutes
Activity Handout: Emotional Bingo
Details: Students will all receive a paper to play emotional and mental bingo. Students will be placed in a group of four or five to hold one
another accountable. Students will only cover items on their board for things that apply to them when called out and discuss it with their group.
Once a student calls bingo they will share with the class the things they do that are relevant with each box.
Transition: Now that you have learned the mental and emotional aspect of the factors that influence our health and ways to cope with them, we
want to assess student learning with a TOD (Step 5 of the developmental process)
CLOSURE ACTIVITIES TIME ALLOCATIONS
Closure: Reflective Ticket out the door

3 Minutes
Details: Students will list 2 coping strategies you have learned today that you will implement into your life.
List 1 influence you didn’t realize was affecting your health.
How will you know whether students are making progress toward your learning goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use
the chart below to describe and justify at least 2 formal or informal assessment strategies.
Assessment Strategy #1: Students will fill out worksheets and participate in the Alignment with Objectives: This aligns with the objectives because students are
class discussion. learning about stress, anxiety, and depression, and finding healthy ways to deal
with them. It aligns with all the objectives because they are charting different
coping mechanisms, and then discussing it throughout the lesson. The objectives
that are aligned are TSWBAT Identify issues that cause them the most stress,
anxiety, and depression and TSWBAT Identify healthy behaviors that impact
personal health.

We will know that students have learned by asking questions, and checking and
reviewing their worksheets during class
Student Feedback:
We will provide feedback by having students share their thoughts on the
information they filled in and provide congruent based off of the shared thoughts.
Assessment Strategy #2: TOD: TOD: List 2 coping strategies you have learned Alignment with Objectives: This is aligned with the objectives because it evaluates
today that you will implement into your life. emotional health. It also allows us to see a physical copy of what they have
learned.
List 1 influence you didn’t realize was Evidence of Student Learning: Collecting and Reviewing the TOD is the evidence
affecting your health. that they have learned as well as them answering questions and identifying the
positive coping strategies for stress, depression and anxiety.
Student Feedback:
We will provide feedback to the activities that perform in the lesson and answer
any questions they may have while writing the TOD.

(Specific and detailed plan to modify lessons to meet learning needs of all students)
Students will use what they learned in their everyday life and especially when they are feeling a sense of stress, anxiety, or depression.
Grouping Strategies: Students will be divided into groups based on their birth month. This will allow students to get the chance to move around, as well as work with
someone they may not be familiar with. By splitting them up by birth month it also allows the students to learn something new about their classmates. They will be
split into groups for social purposes such as think pair shares, or small group discussions.

Planned Supports:
To address all the students in the class we have a think pair share, a PowerPoint for the visual learners, guided notes for those who learn best from writing, and
activities to break up the lecture and enhance the key concepts we want the students to achieve. With the guided notes and PowerPoint that has pictures and
descriptions will help English Language Learners see and understand the content by having a variety of resources to look at. I could also have 2 copies of guided
notes which would include one English and one in their main language. To modify instruction based on varying grade levels, I would add more deep, elaborate
questions and prompts to those who are in a higher-grade level. For grade level below, I would focus more on the hands-on activities and incorporate more
collaborative work and videos. In this lesson, If I have students with behavioral conditions, I can add more questions or prompts for students to do to prevent them
from getting off task. Students with physical conditions could have the guided notes filled out for those who have difficulty writing notes or trouble reading.

Sources:
https://www.etr.org/healthsmart/assets/File/hs/emh/hs_emh_06_act_cope.pdf
What_stresses_me_out.docx
https://www.youtube.com/watch?v=WQdQedWPB1w
Unit Resources, Materials and Bibliography
https://www.brainforestcenters.com/resources/mental-health-taught-schools
https://www.nasponline.org/resources-and-publications/resources-and-podcasts/mental-health/school-psychology-and-mental-
health/school-based-mental-health-services
https://www.cdc.gov/childrensmentalhealth/data.html
https://www.mentalhealth.gov/basics/what-is-mental-health
https://cft.vanderbilt.edu/articles-and-essays/the-teaching-forum/how-technology-enhances-teaching-and-learning/

3650 Health Instructional Unit Plan

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

3650 Health Instructional Unit Plan

Uploaded by

Copyright:

Available Formats

Health Education Curriculum

and Instructional Unit Project

By: Holly McQueen

if they didn’t get the opportunity to.

Personal Health &

instructional strategies which promote high levels of engagement.

practicing health enhancing skills which build up onto each other.

taking the right steps in health enhancing behaviors.

direct impact on a person’s MEH.

your MEH especially during adolescence.

on your MEH especially when participating in those risk behaviors.

and viewed in a negative way.

helped me achieve my learning objectives and goals for my unit.

Health Skills: Standard 2

Health Skills: Standard 7

Day 1 Day 2 Day 3 Day 4 Day 5

Knowledge Knowledge Knowledge Knowledge Knowledge

Assessments: Assessments: Assessments: Assessments: Assessments:

quickly understand the content better.

back at when going through that learning process.

incorporate a health enhancing behavior into their lifestyle.

HEALTH EDUCATION LESSON PLAN 5

Date of Lesson: 03/20/2020 Class Time: 8:32-10:07; 10:12-11:47

Length of Lesson: 95 minutes Number of Students: 34 students

Equipment/Supplies: PowerPoint slides, 34 Devices (iPad, Laptop or Description of Facility: Classroom

Standard 7: Students will demonstrate the ability to practice health-

Lesson Plan Details:

LESSON INTRODUCTION TIME ALLOCATIONS

LESSON BODY TIME ALLOCATIONS

PowerPoint: Effects and warning signs of Alcohol on MEH

Activity: Understand Check (mini assessment)

Activity: Case studies Scenarios relating to drugs and alcohol

What substance has caused the problem?

What are the effects of this substance?

What are the likely consequences from this scenario?

What would you do if you were in their position?

After Assessment Questions:

EVIDENCE AND FORMATIVE ASSESSMENT OF STUDENT LEARNING

RESOURCES AND ACKNOWLEDGEMENTS:

https://goformative.com/formatives/5e7584681b47973df751e524 (Formative Assessment link)

HEALTH EDUCATION LESSON PLAN 4

Date of Lesson: 02/28/2020 Class Time: 8:32-10:07; 10:12-11:47

Length of Lesson: 95 Minutes Number of Students: 34 students

Equipment/Supplies: Description of Facility: Classroom

Standard 7:Students will demonstrate the ability to practice health-

Lesson Plan Details:

LESSON INTRODUCTION TIME ALLOCATIONS

LESSON BODY TIME ALLOCATIONS

Content Slides: 10 minutes

Large group discussion: Analyzing Influences 3-5 minutes

Social Media Activity:

1. Identify the influence

How can you use social media in a positive way?

Stress/Anxiety/Depression Station: Rate their mood + Coloring

Physical Activity Station: Yoga

Relationships Station: Coping strategies and scenarios

EVIDENCE AND FORMATIVE ASSESSMENT OF STUDENT LEARNING

Evidence of Student Learning: Students learning can be seen by viewing the

Evidence of Student Learning:

UTILIZING KNOWLEDGE OF STUDENTS TO PLAN AND IMPLEMENT EFFECTIVE INSTRUCTION

RESOURCES AND ACKNOWLEDGEMENTS:

HEALTH EDUCATION LESSON PLAN 3

Date of Lesson: 2/14/2020 Class Time: 8:32- 10:07; 10:12 -11:47