HEALTH LESSON PLAN

Teacher: Casey Schmitt

Grade: 10-12th grade Date: 2/27/2024 NATIONAL HEALTH EDUCATION
Unit: Tobacco STANDARDS
Lesson # 7 Select those that apply:
1. Students will comprehend concepts related to
NYS HEALTH EDUCATION STANDARDS health promotion and disease prevention to
Select those that apply: enhance health.
1. Personal Health and Fitness - Students will have the 2. Students will analyze the influence of family,
necessary knowledge and skills to establish and peers, culture, media, technology, and other
maintain physical fitness, participate in physical factors on health behaviors.
activity, and maintain personal health. 3. Students will demonstrate the ability to access
2. A Safe and Healthy Environment - Students will valid information, products, and services to
acquire the knowledge and ability necessary to create enhance health.
and maintain a safe and healthy environment.
4. Students will demonstrate the ability to use
3. Resource Management - Students will understand
and be able to manage their personal and community interpersonal communication skills to enhance
resources. health and avoid or reduce health risks.
5. Students will demonstrate the ability to use
Health Education Overarch Skill (Select One): decision-making skills to enhance health.
 Self-Management 6. Students will demonstrate the ability to use goal-
 Relationship Management setting skills to enhance health.
Health Education Skills Focus (Select One) 7. Students will demonstrate the ability to practice
 Stress Management health-enhancing behaviors and avoid or reduce
 Decision making
health risks.
 Planning and Goal setting
 Advocacy
8. Students will demonstrate the ability to advocate
 Communication for personal, family, and community health.

Functional Knowledge Area (check one)

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

 Alcohol & Other Drugs  Tobacco
 Sexual Risk  Mental Health
Objectives/ Student Learning Target:
Today I will learn about how e-cigarettes work, the different
products there are, and the harmful effects.
so, I can either avoid or quit using these products to stay
healthy
I will know I have it when I complete a health goal plan to
either avoid starting or help with quitting this drug.
 Violence Prevention
 Unintentional Injury
Lesson Goal (s):
1.Students will identify what they currently know or have heard
regarding e-cigarettes by listing them during do now. They will
then acknowledge what they thought they knew by answering
whether that statement was true or false during the lesson.
2. Students will create a plan to achieve a selected health goal
by identifying helpful resources, barriers, and a timeline to
achieve the end goal.

Enduring Understandings: -Many individuals find it hard to
stop or reduce unhealthy behaviors despite knowledge of health
hazards and risks.- Community organizations have information,
resources, and services to assist individuals with developing and
increasing healthy behaviors and resisting, reducing or abstaining
from unhealthy behaviors.
Essential and Guiding Questions: -What health
knowledge and skills do I need to know and be able to do to be safe and
healthy and achieve the NYS and National Standards? -Who can support
me? -What resources are there to assist me?
- How can I access and manage resources that will assist me?- How can I
resist unhealthy pressures?

Materials needed Adaptations for students with special needs:

-PowerPoint presentation -Print out of PowerPoint slides
-30 copies of assignment handout (enlarged for needed -enlarged print outs
students) -PowerPoints/ sheets translated
-students individual notebooks
HEALTH LESSON PLAN
NYS Learning Standards: NYS Learning Standards Performance Desired Performance – Demonstratable
 Personal Health and Fitness Indicators: Knowledge (core performance task)
 Safe and Healthy Environment  Demonstrate the ability to access community health (Know, understand and be able to do)
 Resource Management services for self and others. 
 Use technology and the media to promote positive
health messages.
 demonstrate advocacy skills in promoting individual,
family and community health
Lesson Summary – Including specific functional knowledge, skills, teaching strategies Assessment Information (Evidence)
(Overview of lesson) (Method of monitoring student learning)
Anticipatory Set: (usually 5 minutes in length) Is the assessment (Circle One):
Formal or Informal
What are the students doing (best practice instructional strategy)? Brainstorming Identify the assessment moment (Circle One):
Diagnostic, Formative or Summative
Directions: Assessment Type (Circle One):
Students will enter class and take their seats. They will see a slide presented on the board that Information Recall, Product, Process
states a DO NOW. Students will read the do now and write their statements inside their notebooks. or Performance
The do now asks students to brainstorm what they know and/or what they have heard about e-
cigarettes. In the other column is where students would answer that statement with true or false.
Students are told to answer true or false to the statements they wrote during lecture and throughout
class.

Teacher Modeling: Students are writing down prior knowledge facts and beliefs about the topic.

Problem that could go wrong: Students may only list one statement. Students may not list
anything and not pay attention to the board.
Solution for that problem: walk around the class observing the statements written. Ask students
to write down at least three that they can think of, even if they are not the most in depth.

How will you check for understanding before moving on? I will check for understanding by
reminding students to have their notebooks out during the class to recheck their statements. I can
also ask what students are to do if their statement was not gone over, in which they would respond
that they will research their statement on their own time after class.

Content/New Learning: 20 Minutes Is the assessment (Circle One):

Formal or Informal
Input (new knowledge) – how is this being done (best practice instructional strategy) Identify the assessment moment (Circle One):
PowerPoint Slides, including videos. Diagnostic, Formative or Summative
HEALTH LESSON PLAN
Assessment Type (Circle One):
Directions- Students are to follow along during the presentation, offering questions and Information Recall, Product, Process
statements as we go on. They are also reminded to check back with their intro statements to see if or Performance
they have been deemed true or false from the presentation.

Teacher Modeling of what students should be doing- Students should be actively listening and
following along with the presentation. They may jot down important notes and can potentially be
called on for questions about the slides or videos.

Problem that could go wrong: Students may not follow along to the slides or videos. They may
not pay attention to the important facts.
Solution for that problem: After each slide or video, the teacher can ask a question that either
may ask what was just discussed, or a deeper question that strays outside what is included on the
PowerPoint. I can also have students read the slides to ensure they are following along.

How will you check for understanding before moving on? I can ask questions after or during
slides.

Lesson Activities/Guided Practice: 12 Minutes Is the assessment (Circle One):

Formal or Informal
Describe what the students will be doing during this time with the best practice instructional Identify the assessment moment (Circle One):
strategy to implement the new knowledge and skill: Service Learning Diagnostic, Formative or Summative
Students are asked to choose a health goal and create a plan to obtain that goal. The two choices of Assessment Type (Circle One):
health goals are to prevent starting to vape, and to quit vaping. Students will create a plan by Information Recall, Product,
identifying resources they can use, identifying barriers and ways to avoid those barriers, and a Processor Performance
timeline for this plan.

Teacher Modeling of what students should be doing

Students will be working independently on their plan. They may use their chrome books to
research sources. They are allowed to discuss their plans with others but must stay on task.

Problem that could go wrong: Students may not include much information or detail in each part
of the plan. They may not use time wisely.
Solution for that problem: Include a rubric for the students to ensure they are meeting necessary
requirements for the assignment. Walk around the rows monitoring progress and explaining that
anything not completed is for homework.

How will you check for understanding before moving on? I can show students an example to
HEALTH LESSON PLAN
ensure they understand what is being asked of them. I can also go through each step giving
examples of that step-in detail.

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

Formal or Informal
Describe what students will be doing during this time with the best practice instructional strategy. Identify the assessment moment (Circle One):
Students are asked to go back to their brainstorm worksheet and identify which statements were Diagnostic, Formative or Summative
answered throughout the PowerPoint and whether it is true or false. Assessment Type (Circle One):
Information Recall, Product, Process
Teacher Modeling of what students should be doing. Students are communicating with teacher or Performance
and peers about their prior knowledge statements. They are asking the teacher which statements
they have missed.

Problem that could go wrong: Students may not have followed along with their statement
Solution for that problem: Ask students to read any statement they didn’t have an answer
for and go over whether it is true or false with the class.

How will you check for understanding before moving on?

I will ask if any of the students have statements that were not proven true or false. I will then write
them down or have students look up the answer on their own time to tell me next class.

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

Formal or Informal
Describe what students will be doing during this time with the best practice instructional strategy Identify the assessment moment (Circle One):
Service Learning Diagnostic, Formative or Summative
Students will continue working on their project at home. Assessment Type (Circle One):
Information Recall, Product, Process
-if students prior knowledge statements weren’t confirmed true or false in class, they are instructed or Performance
to research the answer on their own time

Teacher Modeling of what students should be doing. Students will receive a rubric noting what is
expected from their assignment. They are to copy their homework assignment down in their
agenda so they can work on It at home.

Problem that could go wrong: students may not complete it at home because they forget.
Solution for that problem: remind them on google classroom. Explain that teacher will check
in on progress next class day.
HEALTH LESSON PLAN

How will you check for understanding to ensure homework is complete?

What is for homework tonight? Work on project

References, research, theories, model program and resources:

Evidence based curriculum: Stanford Medicine, Tobacco Prevention Toolkit

Behavior Change Model: The Transtheoretical Model
Center for Disease Control and Prevention: Smoking and Tobacco Use
../Desktop/E-Cigarettes.pptx
Lesson 1 VAPE assignment.docx

MUST have a minimum of one research basis (peer reviewed journal) or theory AND one reference, resource or model program.
Please list this in APA format.

Education Demographic and Geographic Estimates. ACS School District Profile 2015-19. (n.d.). from
https://nces.ed.gov/Programs/Edge/ACSDashboard/3620040

Centers for Disease Control and Prevention. (n.d.). High school YRBS. Centers for Disease Control and Prevention. from
https://nccd.cdc.gov/youthonline/app/Results.aspx?LID=NY

Robert M Grable Jr.. mount sinai high school in Mount Sinai, NY ... Mount Sinai School District . (n.d.).
https://www.usnews.com/education/best-high-schools/new-york/districts/mount-sinai-union-free-school-district/robert-m-grable-jr-mount-sinai-high-
school-13893

Tobacco Prevention Toolkit. (n.d.). Tobacco Prevention Toolkit. Stanford Medicine.

https://med.stanford.edu/tobaccopreventiontoolkit/take-and-teach/activities-TPT.html

Products, F. C. for T. (n.d.). TEACH YOUTH ABOUT THE HARMS OF VAPING NICOTINE. Tobacco Education Research Library .
https://digitalmedia.hhs.gov/tobacco/educator_hub/lesson_plans?locale=en

Centers for Disease Control and Prevention. (2023, November 2). About electronic cigarettes (e-cigarettes). Centers for Disease Control and Prevention.
https://www.cdc.gov/tobacco/basic_information/e-cigarettes/about-e-cigarettes.html

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 December 5, 2020, Revision 3
HEALTH LESSON PLAN

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