NYS Health Education Curriculum and Assessment Initiative

MODIFIED LEARNING EXPERIENCE UNIT PLAN DESIGN

PBH 645 Methods In Health Education
Health Education Learning Experience Design (Part I)

Learning Experience Title: sexual risk and decision making

Level: high school
Your Name: Deavana Williams

A. Standards and Performance Indicators for ONE AUTHENTIC SUMMATIVE ASSESSMENT

National AND Health Ed Standard and Performance Indicators

Standard 2: A Safe and Healthy Environment (NYSHE 2. A Safe and Healthy Environment)
Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.
Standard 3: Resource Management (NYSHE 3. Resource Management)
Students will understand and be able to manage their personal and community resources.
Health Education Standard I
Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Preformance indicators
1.12.1 Predict how healthy behaviors can affect health status.
1.12.5 Propose ways to reduce or prevent injuries and health problems.
1.12.7 Compare and contrast the benefits of and barriers to practicing a variety of healthy behaviors.
1.12.8 Analyze personal susceptibility to injury, illness, or death if engaging in unhealthy behaviors.
1.12.9 Analyze the potential severity of injury or illness if engaging in unhealthy behaviors

Health Education Standard 2 Students will analyze the influence of family,peers,culture,media,technology,

and other factors on health behaviors.
Performance indicators
2.12.2 Analyze how the culture supports and challenges health beliefs, practices, and behaviors.
2.12.3 Analyze how peers influence healthy and unhealthy behaviors.
2.12.9 Analyze how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors.
2.12.10 Analyze how public health policies and government regulations can influence health promotion and disease prevention.

Health Education Standard 3

Students will demonstrate the ability to access valid informationa and Products and services to enhance health.
Performance indicators
3.12.1 Evaluate the validity of health information, products, and services.
3.12.2 Use resources from home, school, and community that provide valid health information.
3.12.3 Determine the accessibility of products and services that enhance health.
3.12.4 Determine when professional health services may be required.
3.12.5 Access valid and reliable health products and services.

HealthEducationStandard 4
Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoide or reduce health risks.
Performance indicators
4.12.1 Use skills for communicating effectively with family, peers, and others to enhance health.
4.12.4 Demonstrate how to ask for and offer assistance to enhance the health of self and others.

Health Education Standard 5

Students will demonstrate the ability to use decision-making skills to enhance health.
Performance indicators
5.12.4 Generate alternatives to health-related issues or problems.

Health Education Standard 6

Students will demonstrate the ability to use goal-setting skills to enhance health.
Performance indicators
6.12.2 Develop aplan to attain apersonal health goal that addresses strengths, needs, and risks.
6.12.3 Implement strategies and monitor progress in achieving apersonal health goal.
6.12.4 Formulate an effective long-term personal health plan.

Health Education Standard 7

Students will demonstrate the ability to practice health- enhancing behaviorsa and avoid or reduce health risks.
Performance indicators
7.12.1 Analyze the role ofindividual responsibility in enhancing health.
7.12.2 Demonstrate a variety of healthy practices and behaviors that will maintain or improve the health of
Self and others.
7.12.3 Demonstrate avariety ofbehaviors that avoid or reduce health risks to selfand others.
Health Education Standard 8
Students will demonstrate the ability to avocate for personal,family,and community health.
Performance indicators
8.12.2 Demonstrate how to influence and support others to make positive health choices.
8.12.3 Work cooperatively sa an advocate for improving personal, family, and community health
8.12.4 Adapt health messages and communication techniques to aspecific target audience.

B. Authentic SUMMATIVE Assessment(s)

The assessment that I will be doing is a summative prodeuct assessment the student will create a pamphlet about how they will make better choices when it comes sexual risks.first
the students must take the time to research what they need to help them with there information. Then to students will research good strategies to help them overcome the obstacles
they may face. After research and going throught the three weeks of the unit they will also use the advice they gave from the scenarios as well as the board meeting. This pamphlet
will help them with communicating in a relationship and managing a relationship when it comes to sexual risks. With this pamphlet students will know how to appoarch a sexual
risk situation the right way.They will also understand the pressure of sexual risks and be able to advocate for themselves to refuse sexual advances.

C. Essential and Guiding Questions

DIRECTIONS: Modify and/or add to the questions below to align with your unit.

Essential Student Question (ONE REQUIRED)

How can I use what I learned now to make smart decisions for my sexual health as an adult?

Diagnostic Questions (TWO REQUIRED)

What health knowledge and skills do I currently use to be safe and healthy?
What health knowledge and skills do I need to learn to be safe and healthy?

Guiding Questions (10 REQUIRED)

How can I enhance my health status?
How can I reduce my health and safety risks?
What support do I need?
What resources are there to assist me?
How can I access and manage resources that will assist me?
How can I develop the confidence to use the knowledge and skills I need to be safe and healthy?
Who or what impacts my ability to be safe and healthy?
What internal and external pressures influence my ability to be safe and healthy?
How do my beliefs influence my ability to be safe and healthy?
How can I resist unhealthy pressures?
 Why are health and safety skills and knowledge important to me?
How can I personalize health and safety knowledge and skills?
How do the positive and negative consequences of healthy behaviors compare with those of risky behaviors?
How can I help others to be safe and healthy?

Student Assessment Question (ONE REQUIRED)

How will I demonstrate what I have learned and am able to do to be safe and healthy?

D. Enduring Understandings

DIRECTIONS: delete any you are not including in your unit plan

• Individuals need knowledge, skills and resources to be healthy.

• Heredity, environment, access to health care, and lifestyle factors affect an individual’s health.
• An individual’s emotional needs, feelings and outlook influence overall health and well-being.
• Regularly engaging in healthy behaviors promotes overall health and well-being and reduces the risk of health-related problems,
disorders and disease.
• Personal strategies can be learned to develop and enhance healthy behaviors and to avoid, reduce and cope with unhealthy,
risky or potentially unsafe situations.
• Individuals have a personal responsibility to develop, maintain and increase safe and healthy behaviors.
• Most individuals do not engage in high-risk health behaviors.
• Culture, media and social pressures influence health behaviors. Risk reduction or cessation/treatment programs may be
successful for the prevention or reduction of risky health behaviors.
• Community organizations have information, resources and services to assist individuals with developing and increasing healthy
behaviors and resisting, reducing or abstaining from unhealthy behaviors.
• Responsible individual behavior contributes to the health of the environment and the community.
• A safe and healthy environment promotes care and respect for self and others.

E. Skills
 DIRECTIONS: SELECT ONE OVERARCHING SKILL BELOW:

Self-Management or Relationship Management

DIRECTIONS: SELECT ONE SUBSKILL SKILL BELOW:

Stress Management
Communication
Planning and Goal Setting
Decision Making
Advocacy

F. Functional Knowledge

DIRECTIONS: SELECT 1 AREA BELOW:

HIV/AIDS
Sexual Risk
Tobacco
Alcohol and Other Drugs
Family Life/Sexual Health
Unintentional Injury
Violence Prevention
Other Required Health Areas
NEW MENTAL HEALTH
Physical Activity and Nutrition (NOT ALLOWED)

. G. Skill Pedagogy

DIRECTIONS: delete any you are not including in your unit plan

A. When learning a new skill, it is important for individuals to have an opportunity to carefully examine a few examples in-depth.

B. Individuals need to practice all the skill steps in large group and small group sessions receiving feedback from others.
 C. During skill practice, it is important to allow time for constructive feedback and discussions with others.

D. Individuals need multiple opportunities to adapt, personalize and shape a skill as they learn it.

E. Individuals must over practice a skill until it is automatic (requiring little or no conscious thought) to effectively transfer it to
real life situations.

F. Confidence in the use of a skill increases when practice sessions increase in difficulty and complexity.

The greater the similarities between the skill practice situations and real life, the greater the amount of positive transfer of the
skill.

H. Effective Instructional Strategy(ies)

The instructional strategy that I will be using in my learning experience is audiovisual materials which is showing videos and presentations
that give the students and different way to look at the information that is given.Another instructional strategy that will be presented is role
play students will take on roles in the senerios for students to understand how to react in those real life situations this will help with
commnunication,problem solving and self-awareness.Lecture will also be another instructional strategy this will be helpful to the learners
who learn by taking notes to help retain information. The last two instructional strategy that will be service learning and personal
improvement projects these two strategies are good for the students to be out in the community and use what they learned to help others
tthat there age. For personal improvement projects what are the students doing now that they can improve on in their behavior stay healthy
after the unit.
 NYS Health Education Curriculum and Assessment Initiative
MODIFIED Learning Experience Part II: 3 Week Unit Pacing Chart
PBH 645 Teaching Methods in Health Education

Learning Experience Sketch with directions (55 min lesson daily)

Week 1 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
TITLE OF Each The start up The start up cont. The risks part 1 The risks part 2 The risks part 3
LESSON

Standards and NHES NHES NHES NHES NHES

Indicators 1.12.1,1.12.5,1.12.7,1 1.12.1,1.12.5,1.12.7,1. 1.12.1,1.12.5,1.12.7,1.1 1.12.1,1.12.5,1.12.7,1. 1.12.1,1.12.5,1.12.7,
.12.8 12.8 2.8 12.8 1.12.8

Skills and subskills RM.C.1 RM.C.1, RM.C.2 RM.C.1-3 RM.C.1-4 RM.C.1-5

steps

CM.C.1-3 CM.3-5

Skill pedagogy P1,P2,P10 P1,P2,P10 P1,P2,P10 P1,P2,P10 P1,P2,P10

A-J in Section G of
your initial writeup

Functional SR.C.1 SR.C.2 SR.C.3 SR.C.4 SR.C.5

Knowledge
(GD p. 31 – 49 -use one
or more from one FK
area – (not PA or N) at
the grade level you are
designing.
Instructional Lecture-Learning Lecture-Learning Learn and take notes Learn and take Learn and take
Strategies relevant relevant on the relevant notes on the notes on the
(list the strategy you
are using and the best information information information relevant information relevant
practice guidance you
information
are following from the
research or research-
based curricula)
Assessment(s) Formal Formal Formal Formal Formal
moments Diagnostic Diagnostic Diagnostic Diagnostic Diagnostic
Example; Assessment (Pre- recall(question of recall(question of the recall(question of recall(question of
Journal (formal
formative process)
Test) the day) day) the day) the day)

Formal Formal Formative Formal Formative Formal Formative

Diagnostic Product(daily Product (daily Product (daily
Assessment( reflection questions). reflection reflection
survey) questions). questions).

Learning -Students will take Students will Students will answer Students will Students will
Opportunities a pre test on answer the question the question (what answer the question answer ( DID
sexual risk and (What makes about pregnancy and of the day (What yesterday`s
“what the
students will do” what they communication STDs did find part of yesterdays lesson help you to
are.pretest on important?)of the interesting?)of the lesson gave you an a understand how to
Example;
communication with day based on the day based on the aha moment?)based talk about sexual
Reflect on previous
lesson in the journal a friend, family previous lesson. previous lesson. on the previous risks?) the
prompt
member or even lesson. question of the
Boyfriend/girlfrien Student will learn day based on the
d what are Discussion as a about the two Today we will be previous lesson.
different ways to groups on what effective ways to practicing on peer
communicate. each person came avoid pregnancy and communication(verb Today students
up with for the the most STD infections ally). will practice non-
We will just briefly question of the day. and using them About sexual risks verbal relationship
discuss the weeks correctly and and transimission of communication
consistently STD/HIV/AIDs with partner on
 expected for the Students may ask how it will not effects of not
unit. questions if needed Think, pair ,share effect them if they enaging in risky
on what is expected about the two don`t partake in sexual behavior.
Students may ask as they answer effective and how sexual relationships Students will have
questions. On the question and those ways could with those who an open forum
pre-test they took reflect with other affect your life if are.students are to based on the
on sexual risk and groups not used properly ask others the weeks lessons
ways of questions and give what did they
communication.stud Students will learn Students will answer feedback on how understand? What
ents will discuss about pregnancy reflective question they answered the made them feel
their strengthens and infections and (How did todays question and give some type of way
and weakness abstinence is the lesson make you suggestions on best during the lesson?
within the pretest. only way to prevent think about your ways to talk about Feelings?
pregnancy and health?)based on the this. Each student Thought?
-then at the end of STDs/HIV/AIDs days lesson will have different Suggestions to
the day lesson they sexual risks. They others? What is
will take a survey Think, pair,share will move around and said in forum
on the lesson what about pregnancy work with different stays in forum!
they need to be and infections and peers.
refreshed on and abstinence is the Students will
what they only way to prevent Students will answer reflective
understood the pregnancy and answer reflective question (Did the
most. STDs question (What did forum help you ?)
you find difficult based on the days
about talking about lesson.
sexual risk with a
peer?)based on the
days lesson.

Learning Experience Sketch with directions

Week 2 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10
TITLE OF Each Life lesson part 2 Life lesson part 3 What happens next? Why does it happen?
LESSON Life lesson part 1
Standards and NHES NHES NHES NHES 2.12.2,2.12.9,2.12.10
Indicators 2.12.2,2.12.9,2.12.10 NHES 2.12.2,2.12.9,2.12.10 2.12.2,2.12.9,2.12.10
2.12.2,2.12.9,2.12.10

Skills and subskills CM.C.1-6,RM.C.6 CM.C.1-7, RM.C.7 CM.C.1-8 ,RM.C.8 CM.C.1-9 ,RM.C.9 CM.C.1-9,RM.C.10
steps

Skill pedagogy P1-3,P10 P1-3,P10 P1-3,P10 P1-3,P10 P1-3,P10

Functional SR.C.6 SR.C.7 SR.C.8 SR.C.9 SR.C.10
Knowledge

Instructional Learn and Role play Learn and Role play Learn and Role play Learn and Role play relevant Learn and Role play relevan
Strategies relevant relevant relevant information,apply to real information,apply to real lif
information,apply to information,apply to real information,apply to real life situations situations
real life situations life situations life situations
Assessment(s) Formal Formal Formal Formal
moments Diagnostic Diagnostic Diagnostic Diagnostic Formal
recall(question of recall(question of recall(question of the recall(question of the Diagnostic
the day) the day) day) day) recall(question of the day

Formal Formative Formal Formative Formal Formative Formal Formative Formal Formative
Process(daily Process(daily Process(daily Process(daily Processt(daily
reflection reflection reflection questions). reflection questions). reflection questions)
questions). questions). Formal formative Formal formative performance
performance ( senerios) Formal formative performance senerios)
Formal formative
performance ( senerios) ( senerios)
Formal formative
performance ( senerios)

Learning Students will Students will Students will Students will answer (What Students will answer the
Opportunities answer(what do you answer(How was the answer(How the lesson did you find interesting question of the day.
 think were are going yesterdays senarios?) from yesterday made you about yesterdays Then they will perform rolep
“what the to learn today?) the the question of the day. think about non verbal lesson?)the question of the senerios about
students will do” question of the day. communication?)the day relationships,family and
then they will perform question of the day. resources for a friend.
Students will then roleplay senarios with then they will perform
perform roleplay partners on using non then they will perform roleplay senerios about Group Discussion on
senerios on apporiate verbal communication roleplay senerios about a sexual risk that they have Latex/Polyurethane condom
times to talk about about the chance of a friend coming in contact of there own. And they have are noy 100% effective;the
sexual risk situations sexual risks in a with a sexual risk and to figure out how to tell an provide the best protection
while verbally relationships during what resources are medical professional to help. individuals who are not
communicating with pressures of discussing there for them to get abstinent and do noy maintai
family on sexual risks. sex. help. (Verbal Think, pair , share mutaullly monogamous sexu
communication) About latex/ polyurethane relationship with unifected
Open questions for Open forum discussion condoms provide protection personel
students to ask. About On individuals who Group discussion on against pregnancy, most
an individual is at engage in sexual contact effect forms of birth STD and HIV
greater risk of need to properly use control Then they will answer
STD/HIV infection latex/polyurethane refelection questions on ( ho
having one or more condom each and every Then they will answer Then they will answer each day they did a scenar
sexual partners. time to reduce the (What did you not know refelection question( Many did they become more and m
likelihood of STDs/HIV before about birth find it easy to tell a doctor uncomfortable ?) for the da
Then they will answer and unwanted pregnancy control that you know about their problems, what
refelection question now?)refelection about you?why?)about the
(Is it harder to talk Then they will answer question for the day. lesson.
to family aboute refelection questions
sexual risks or (How did you feel when
easier?) for the having to use try and
lesson. use non verbal
communication?)for the
day.
Learning Experience Sketch with directions
Week 3 Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15
TITLE OF Each Scene of the day Board meeting Second to last Investigation- Investigation-
LESSON intervention 1 intervention 2
Standards and NHES NHES NHES NHES NHES
Indicators 3.12.1,3.12.2,3.12.3 3.12.1,3.12.2,3.12.3, 3.12.1,3.12.2,3.12.3,3. 4.12.1,4.12.4,5.12.4, 7.12.1,7.12.2,7.12.3
(This is where you list
the standard and ,3.12.4,3.12.5,4.12. 3.12.4,3.12.5,4.12.1 12.4,3.12.5,4.12.1 6.12.2,6.12.3,6.12.4 ,8.12.2,8.12.3,8.12.
performance indicator
1 4
you are working on for
each day. These are in
the Instructional
Support folder)
Skills and subskills RM.C.1-10 RM.C.1-10 RM.C.1-10 RM.C.1-10 RM.C.1-10
steps CM.C.1-9 CM.C.1-9 CM.C.1-9 CM.C.1-9 CM.C.1-9
Skill pedagogy P1,P2, P8,P10 P1,P2, P8,P10 P1,P2, P8,P10 P1,P2, P8,P10 P1,P2, P8,P10
A-J in Section G of
your initial writeup
Functional SR.C.11 SR.C.12 SR.C.13 SR.C.1-13 SR.C.1-13
Knowledge

Instructional Audiovisual- watch Service learning- going Service learning and Personal improvement Personal improvement
Strategies videos of real people to community center to audiovisual- going to the project-create a project-create a
(list the strategy you and their experiences help individuals there community center to pamphlet /research pamphlet
are using and the best
With sexual risks they age. watch videos and give
practice guidance you
are following from the have taken advice to peers.
research or research-
based curricula)
Assessment(s) Formal
moments Formal Formal recall(question of the summative product summative product
Example; recall(question of recall(question of day) recall( creation of the recall( creation of the
Journal (formal pamphlet) pamphlet)
the day) the day)
formative process)
Formal Formative
Formal Formative Formal Formative Process(daily
Process(daily Process(daily reflection questions).
reflection reflection questions)
questions)
 Formal Formal formative Formal formative
discussion(with performance(giving advice performance(giving advice
to peers) to peers)
peers)

Learning Students will Students will answer Student will Research Make sure research is
Opportunities Students will answer( answer(What was the (what do you think went about different sexual done for pamphlet.
how was last weeks most important thing well yesterday in the risks and how to
“what the lesson?) the question you got from the community center?) the advocate refusal of Have notes done for
students will do” of the day. videos?) the question of question of the day. sexual advances. the different risks.
the day . Then students will go
Example; Then they will go watch videos about Take notes on the Have the risk they
Reflect on previous
watch videos of then they will go to the educators that are sexual risks that they plan to discuss
lesson in the journal
prompt individuals who have community center inside givening advice to those have choosen and the choosen.
real life situations the school and give on sexual risks about how wasy to refuse sexual Have notes on how to
pretaining to sexual advice to individuals adolescents should be advances. refuse sexual
risks and how to their age about sexual encouraged to consult advances.
correct and consistent risks on individuals who with their parents/ Discuss with teacher
use of a engage in behaviors that guardians before visting what risk they would
latex/polyurethane have put them at risk a doctor or clinic. like to create the
condom does not for STD/HIV need to However, nys public law pamphlet for. Work on pamphlet till
guarantee absolute take precautions not to allows adolescents to the end of class.
protection against infect others =, to seek acess to testing, medical Then discusses the best
pregnancy and counseling and antibody care, and services for ways for them to Hand the pamphlet in
STD/HIV. testing and advise HIV/STD and pregnancy refrain from making with rubric and make
previous and currect without parental consent. unhealthy choices with sure everything is
They will they will talk sexual and /or drug sexual risks. represented.
with peers about the parnters to receive Students will go to the
videos that they counseling and testing. community center inside Start pamphlet and
watch and what the school and give work on it through out
information stood out Group discussion on the advice to individuals the next two days.
to them in those community center their age about sexual
videos. advice. risk after watching
 educators give advice on
Then they will answer how adolescents should
refelection questions Reflection question: how be encouraged to consult
(how did the videos do you think the with their parents/
make you feel?) of the community center advice guardians before visting
day. went? a doctor or clinic.
However, nys public law
allows adolescents to
acess to testing, medical
care, and services for
HIV/STD and pregnancy
without parental consent.

Group discussion after

going to the cenetr and
giving advice. What did
you change going into the
community center?

Last they will answer

refelection question(If
you did change
something what was it?)
of the day.

Directions: you will create a pamphlet that will explain the risks of sexual health and how if you are in a relationship what is the best waay to approach
the topic.Examples below. Make sure research page is shown.