ODU-DCOEPS Core Instructional Lesson/Unit Plan

By Old Dominion University College of Education and Professional Studies

Teacher Candidate: Michael Horth Date Taught: 2/22/24 – 2/23/24

Cooperating Robert Lauser School / District: Norview High School

Teacher:

Grade: 10 Field Supervisor:

Unit / Subject: Wellness

Lesson Title / Focus: Components of Health

PLANNING AND PREPARATION

Content Knowledge How was this lesson developed based on your research and knowledge of
content and the discipline?

This lesson was developed based on students’ prior knowledge of the various components of
health.

Learner Differences
How did this lesson develop as a result of your examination of research and data about student
learning needs, how diverse students learn your content/lesson topic and how you can employ
culturally sustaining pedagogies, difficulties students might have, gaps in their knowledge, assets
they have, and so on?

ESL students will be given a translated set of notes.

Outcomes/Goals What will students be expected to know or do as a result of this lesson? Are
these learning target(s)/outcome(s) appropriate based on your prior assessment/knowledge of
students’ understandings? Are your targets/outcomes observable and measurable? What are your
essential questions that align with the outcomes? List all outcomes associated with this lesson.

SWBAT identify and describe at least 3 of the components of health on the in-class assignment.
SWBAT contribute at least 1 time during the class discussions.
SWBAT listen respectfully when a classmate is talking during the class discussion.

Standards Which content, state, and national standards connect with your outcomes? List the
state, content, and national standard or standards that are being addressed.
National Standards

 1.12.1 Predict how healthy behaviors can affect health status.

 1.12.2 Describe the interrelationships of emotional, intellectual, physical, and social
health.
 1.12.3 Analyze how environment and personal health are interrelated.
 2.12.8 Analyze the influence of personal values and beliefs on individual health practices
and behaviors.
 2.12.10 Analyze how public health policies and government regulations can influence
health promotion and disease prevention.
 5.12.1 Examine barriers that can hinder healthy decision making.

VA SOL
10.1 The student will demonstrate an understanding of health concepts, behaviors, and skills that
reduce health risks and enhance the health and wellness of oneself and of others throughout life.
k) Identify factors that can influence an individual’s mental health, including family, social
environment, trauma, genetics, brain chemistry, health behaviors, personal values, peers, media,
technology, culture, and community.
t) Explain how the quality of the environment (e.g., secondhand smoke, carbon monoxide,
allergens, lead, toxic chemicals) directly affects a person’s health status and quality and length of
life.
10.2 The student will analyze, synthesize, and evaluate the protective factors needed to make
healthy decisions throughout life.
c) Explain the role of the environment, individual behavior, family history, social norms,
legislation, and policies in preventing chronic diseases.
o) Examine the influences of peer approval and peer pressure on decision making.

Resources and Materials What resources and other materials will be incorporated and how will
they promote active learning? Be specific. List all materials and resources needed for the lesson.

Chromebooks

Technology Does technology enhance the design and delivery of your lesson? Does the use of
technology promote active learning? Be specific. List all technology needed for both students
and teacher.

PowerPoint, Canvas

INSTRUCTIONAL DELIVERY
Learning Environment How will you support individual and collaborative learning and foster
positive interaction in the classroom?

Students will be encouraged to contribute to class discussions and help to promote a positive and
inviting learning environment.

Introduction/Activating Strategies How will you engage learners in the lesson and learning?
How will you launch the lesson? How will you activate prior knowledge?

Bell Ringer: After transitioning from PE to the Health classroom, students will take their seats.
Instructor will ask the discussion question of the day, which is “What are 4 ways to improve the
5 components of health?” Students will be called on to answer, creating a class discussion. Time:
5 minutes

Instructional Strategies What learning activities do you have planned for the students? Include
a variety of teaching strategies (methods). Activities are to be learner-centered ( e. g. solve
problems, construct models, design and perform experiments, read authentic resources, answer
open-ended questions, support ideas with evidence, compose, analyze and interpret maps, draw
conclusions.) Include guided process of learning. Include the opportunities learners will have to
expand and solidify their understanding of the concept and/or apply it to a real-world situation.
List any independent practice activities.

1) PowerPoint Presentation: Instructor will go over the PowerPoint presentation with the
class, asking pointed questions in each slide to guide students to come up with their own
examples of each influence to health. Time: 15 minutes
Organization/Transition: Students will be allowed to log onto Canvas with their phones or
Chromebooks.
2) In-Class Assignment: Students will be given the remainder of class to complete the in-
class assignment and quiz associated with the lesson given today on Canvas. Time: 25
minutes

Closure How will you bring closure to the lesson?

Students will show the instructor that they have at least completed the in-class assignment as
they leave the classroom.

Differentiation How will you adjust instruction, including incorporating technology, to meet the
needs of a diverse set of learners?

ESL students will be given translated notes at the beginning of class and will be able to use any
translating app they choose during class.

Assessment: How will you measure understanding of the outcomes and standards? What type(s)
of formative and summative assessment tasks/instruments (e.g., test, paper) and rubrics will be
used?
Students will be assessed based on their participation during the class discussions, as well as on
the in-class assignment and the quiz.

PROFESSIONAL LEARNING

Reflection How will you evaluate your practice? Where did learners struggle in the lesson? How
can the lesson be strengthened for improved student learning? Did the lesson reflect culturally
sustaining pedagogies?

The first time that I taught this lesson, the students were very motivated to contribute which was
encouraging because it was not the same group that I had in my first lesson. I also wore my
watch and was able to finish the lesson exactly within the time I allotted for. However, Coach
Rob had to add some information I left out at the end of my lesson. Learning from my mistake, I
was able to use the examples he provided for the second class that I taught this lesson to. This
class tends to be a little more rowdy, but for the most part they were willing to at least listen.
There were only a few that contributed to the class discussion, but they were calm compared to
how I have observed them in the past. The third time I taught this lesson was to the first group I
saw for my first lesson.