HEALTH LESSON PLAN

Teacher: Miss Campbell NATIONAL HEALTH EDUCATION STANDARDS

Grade Level: 9-12 Date: 4-25-2023
Unit: Pregnancy, Child birth & Prevention. HIGHLIGHT those that apply:
Lesson # 1/5
1. Students will comprehend concepts related to health
NYS HEALTH EDUCATION STANDARDS promotion and disease prevention to enhance health.

HIGHLIGHT those that apply:
1. Personal Health and Fitness - Students will have the
necessary knowledge and skills to establish and maintain
physical fitness, participate in physical activity, and maintain
personal health.
2. A Safe and Healthy Environment - Students will acquire the
knowledge and ability necessary to create and maintain a safe
and healthy environment.
3. Resource Management - Students will understand and be able
to manage their personal and community resources.
Health Education Overarch Skill (Select One):
 Self-Management
 Relationship Management
2. Students will analyze the influence of family, peers, culture,
media, technology, and other factors on health behaviors.
3. Students will demonstrate the ability to access valid
information, products, and services to enhance health.
4. Students will demonstrate the ability to use interpersonal
communication skills to enhance health and avoid or
reduce health risks.
5. Students will demonstrate the ability to use decision-making
skills to enhance health.
6. Students will demonstrate the ability to use goal-setting
skills to enhance health.

Health Education Skills Focus (Select One) 7. Students will demonstrate the ability to practice health-
 Stress Management enhancing behaviors and avoid or reduce health risks.
 Decision making
 Planning and Goal setting 8. Students will demonstrate the ability to advocate for
 Advocacy personal, family, and community health.
 Communication
Functional Knowledge Area (check one)

 HIV/AIDS  Physical Activity & Nutrition  Family Life/Sexual Health

 Alcohol & Other Drugs  Tobacco  Violence Prevention
 Sexual Risk  Mental Health  Unintentional Injury
 Other Required Health
Areas
Objectives/ Student Learning Target:
Today I will identify how a pregnancy happens and what happens
throughout a pregnancy so I can plan to make appropriate decisions when
it comes to sexual responsibility.
I will know I have it when I am able to describe the steps in a pregnancy,
and name three ways to prevent a pregnancy.
Enduring Understandings:
1. Individuals need knowledge, skills, and resources to be healthy.
2. Most individuals do not engage in high-risk behaviors.
3. An individual’s emotional needs, feelings and outlook influence
overall health and well-being.
Materials needed (For Teacher)
Lesson plan, PowerPoint, visual aids (posters), printed worksheets,
computers, book resources, journals, exit ticket, letter for parents, blank
poster paper, and translated copies of all work.
Health Terms:
Responsibility, sexual abstinence, pregnancy, childbirth, prevention,
intercourse, sexually active, conception, goal setting, fertilization,
implantation, birth control, condom
USE FOR PRESENTATION:
https://www.canva.com/design/DAFciKt3hTU/Er2RoF8roVuIZ3Q1gC65Fw/edit?
Lesson Goal (s):
1. Students will be able to explain the terms fertilization,
implantation and conception.
2. Students will understand what happens to a body throughout a
pregnancy.
3. Students will be able to name at least two ways to avoid a
pregnancy.
Essential and Guiding Questions:
1. How can I reduce my health and safety risks related to
pregnancy?
2. Who can support me in getting help if I need it?
3. How do my peers attitudes and behaviors influence my
decisions related to using protection?
4. What health knowledge and skills do I need to learn to be safe
and healthy and avoid conception?
Adaptations for students with special needs:
Pre-assess current knowledge and pre-teach new concepts and terms.
Verbal brainstorm if necessary.
Write new terms on board.
Use verbal checks for comprehension.
Translated copies of worksheets.
Pair students with stronger reading and writing skills or peer tutors
with students who may need support or student translators.
Let them pick their group (lower students work together with the
aid).
Printed copies of presentation
Allow them to look at the example while they work
Special seating – closer to board/different chairs
Reread directions and check on them often
Assessment Information (Evidence)
(Method of monitoring student learning)
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sharebutton

Anticipatory Set: (usually 5 minutes in length) Is the assessment (Circle One):

Students will be working on defining new words that will be important throughout the Formal or Informal
lesson. Identify the assessment moment (Circle
One):
Diagnostic, Formative or
 Go over the would you rather (just have them share their answer with their table) Summative
Directions: Students will be grouped in pairs or groups of 3’s. The teacher will write one word on Assessment Type (Circle One):
Information Recall, Product,
the board to start, such as “responsibility,” and the students will have 2 minutes to explain with
Process or Performance
their group what the word means and why this word is important to understand/how it relates to
real-world situations. For example, what does it mean for you to “take responsibility” of
something and why is this an important skill? After two minutes, call on a group to share what
they discussed. We will do this for multiple terms (goal setting, planning, prevention, etc.).

Teacher Modeling: Teacher will show the students first by giving an example of a definition and
how the term can be applied to real life situations/scenarios.

Problem that could go wrong: Students are unmotivated to participate.

Solution for that problem: Explain to students that understanding these terms is important in
order to be successful throughout this unit and throughout their lives. We can also remind students
that they are working towards earning a stamp in their star (each class they must follow classroom
expectations to earn a stamp, 10 stamps = reward (movie/game day)

How will you check for understanding before moving on? Have students turn to a partner and
answer the question “why do you think we are discussing all of these terms?”

(Go over agenda & objectives on slides) Tell students that today we are going to begin to discuss
how pregnancy happens and what happens to a body during pregnancy.

Content/New Learning: (10 minutes) Is the assessment (Circle One):

Input (new knowledge) – Direct/Interactive Instruction Formal or Informal
Identify the assessment moment (Circle
One):
Directions: Today we are going to be looking at the term “pregnancy”. Who can tell me what this Diagnostic, Formative or
term means? *call on students to share*. Read the slide with the definition. Explain to students Summative
that pregnancy is something that could occur after sexual intercourse. There are ways to prevent Assessment Type (Circle One):
Information Recall, Product,
pregnancy, but we are going to talk about that in a different lesson. Today we are going to look at
Process or Performance
how a pregnancy happens and what happens in a women’s body during pregnancy.

*use slides for this*

(looking at slide 9) Ask if anyone knows what is going on here? Explain to students that this is
called “Fertilization”. When a male ejaculates during sexual intercourse, he releases sperm into the
female’s body and that sperm is looking for the female’s egg.

Quick activity: If you think sperm is bigger, balance on one foot. If you think an egg is bigger,
jump up and down on two feet.

Explain that an ovum/egg cell in a women’s body is about the size of a grain of sand, and sperm is
even smaller! If you are jumping, you are right.

(looking at slide 12) Fertilization occurs when the sperm finds the females egg and they join. This
fertilized egg then travels throughout the women’s uterus. If a fertilized egg survives its travels
and implants into the uterus’ lining, a process called implantation has been completed.

Once fertilization and implantation have been completed, we say conception is complete.

Teacher Modeling – go through the slides, show students the different pictures, and explain the
processes of fertilization, implantation, and conception.

Problem that could go wrong: Students do not want to learn about this/find it gross or weird.
Solution for that problem: Send home a parent letter before beginning this unit explaining what
students will be learning. Also, explain to students that this is real life, this is important for them to
know and understand.

How will you check for understanding before moving on? Have students’ pair and share what
the term “fertilization” means.
Lesson Activities/Guided Practice: 30 mins Is the assessment (Circle One):
Students will be cooperatively working with a group to find details related to a certain Formal or Informal
month of pregnancy and then present these to their classmates. Identify the assessment moment (Circle
One):
Diagnostic, Formative or
Directions: Put students into groups of 2-3. Explain to them that they are going to be researching Summative
information on what happens during the different months of childbirth and them presenting their Assessment Type (Circle One):
findings. Let each group come up and pick a piece of paper from a hat (the papers are labeled 1-9) Information Recall, Product,
and they will grab a piece of plain paper to use when they present. Processor Performance

Explain to students that their task is to write down/decorate their paper to include this information
based on the month of pregnancy that they picked:
 Month Number (in large letters)
 Size of baby
 Developmental progress with infant
 Changes & discomforts mom feels
 Picture/Comparison of baby’s size at this month

Example: baby is size of grapefruit (draw grapefruit)

Each student will be provided a printout from this page of their assigned month:
https://www.hunterdonhealth.org/services/maternity-and-newborn-care-center/pregnancy-month-
month
They will also have access to their Chromebook to do research if needed.

After 15 minutes to do their research and create their “poster”, groups will present their findings.
Peers will fill out their paper titled “What happens during each month?” as others present. This
paper will be collected at the end of class. see link for worksheet:
https://www.canva.com/design/DAFhJqmo1Mk/U84kYi5pZOZiN7t1zYYCRA/edit?
utm_content=DAFhJqmo1Mk&utm_campaign=designshare&utm_medium=link2&utm_source=s
harebutton)

Teacher Modeling: Show students an example of what their poster should look like.
Problem that could go wrong: Groups cannot work together
Solution for that problem: Explain to students before beginning that part of their grade for this
assignment is their ability to demonstrate the ability to work with others.
Solution for that problem: Assign students specific jobs.

How will you check for understanding before moving on? Have students repeat the things that
their poster must include.

Closing: (usually 5 minutes in length) Is the assessment (Circle One):

Formal or Informal
Directions: Before we leave today, we are going to take a look at the cost of raising a child and Identify the assessment moment (Circle
One):
everything that is needed– pull up spreadsheet from slides and read through some of the items with
Diagnostic, Formative or
the students. We are going to go more in-depth with this sheet next class, but this is something that Summative
I want you to think about. The cost of raising a child is extremely expensive. This is why Assessment Type (Circle One):
pregnancy prevention is so important. For our exit slip today, I want you to write in your journal Information Recall, Product,
three ways to avoid a pregnancy. Process or Performance

Teacher Modeling: Go over one way as a class by having a student who would like to share raise
their hand. Tell students that this can be one of the ways that they write in their journal.

Problem that could go wrong: Students are unwilling to participate and share out in front of the
class.
Solution for that problem: Explain that students need to participate to earn their stamp. Also,
explain to them that this is reality, and it is something that needs to be discussed.
Solution for that problem: Reward the student who decides to share.

How will you check for understanding before moving on? After collecting their journals, have a
few students share out what they wrote.

Homework/Independent Practice: Is the assessment (Circle One):

Formal or Informal
Directions: Tell students that their homework is to do research (whether it is asking a parent, Identify the assessment moment (Circle
One):
teacher, or the internet) the best way to avoid pregnancy. Tell them that this question will be their
 entry ticket into next class. Diagnostic, Formative or
Summative
Problem that could go wrong: Students do not do their homework. Assessment Type (Circle One):
Information Recall, Product,
Solution for that problem: Ensure that they know this is very simple, but part of their grade.
Process or Performance

How will you check for understanding to ensure homework is complete? Entry ticket for next
class.

References, research, theories, model program and resources:

MUST have a minimum of one research basis (peer reviewed journal) or theory AND one reference, resource or model
program.

Advocates for Youth . (2011). Lesson Plan – pregnancy part I - advocates for Youth. Retrieved April 27, 2023, from
https://www.advocatesforyouth.org/wp-content/uploads/storage//advfy/lesson-plans/lesson-plan-pregnancy-part-i-and-ii.pdf

Gilbert, G. G., Sawyer, R. G., & McNeill, B. (2015). Health Education: Creating Strategies for School and Community Health (Fourth ed.). Sudbury,
MA: Jones and Bartlett.

Kane, W. M. (n.d.). Home: HealthSmart. ETR. Retrieved April 26, 2023, from https://www.etr.org/healthsmart/

New York State Education Departmemt. (2005, November). A Guidance Document for Achieving the New York State Standards in Health
Education. Retrieved March 7, 2023, from http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/
guidancedocumentfinal1105.pd

Ruiz-dura, J. R., & Martinez Aguilar, R. (1988). [Women’s needs and expectations during the process of pregnancy and birth]. Perinatologia y
Reproduccion Humana, 2(3), 141–148.

Susan, K. Telljohann., (2020) HIV, STI & Pregnancy Prevention. From Health Smart High School, Lesson 3. Pgs. 38-46.

This lesson plan format was adapted by the Department of Public Health and Health Education at SUNY Brockport from the Greece
CSD Health Lesson Plan Format.
On August 21, 2021, Revision 4

References for the development of this form:

1. Harmon, K, Marzano, R., (2015) Practicing Skills, Strategies & Processes, Classroom Techniques to Help Students Develop
Proficiency. Learning Sciences International, West Palm Beach, FL.
2. Herbert, PC, Lohrmann, DK,. (2011) It’s All in the Delivery! An Analysis of Instructional Strategies From Effective Health Education
Curricula, Journal of School Health, 81:258 – 264.
3. Joint Committee on National Health Education Standards. (2007). National Health Education Standards: Achieving Health Literacy
(2nd ed.). American Cancer Society. Standards only available online at:
https://www.cdc.gov/healthyschools/sher/standards/index.htm.
4. Student Support Services Center. (n.d.). School Health and Health Education. Retrieved April 11, 2019, from
http://www.gvboces.org/NYS_SSS.cfm?subpage=212893
5. The University of the State of New York, State Education Department. (2005). A Guidance Document For Achieving the New York
State Standards In Health Education. Albany: NY, New York State. Available online at
http://www.p12.nysed.gov/sss/documents/GuidanceDocument4.25.update.pdf
6. The University of the State of New York, State Education Department. (2015). Health Education. Retrieved April 11, 2019, from
http://www.nysed.gov/curriculum-instruction/health-education
7. The University of the State of New York, State Education Department. (1996). Learning Standards for Health, Physical Education
and Family and Consumer Sciences. Albany: NY, New York State Education Department. Available online at
http://www.p12.nysed.gov/ciai/health/healthPEFACSLearningStandards.pdf