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Each teacher will be asked to incorporate different topics dealing with health into their curriculum. The teachers that are asked to incorporate these topics are the P.E Teacher: covering wellness, exercise, and nutrition Art Teacher: covering self expression Computer Science Teacher: covering cyber bullying and its effects Health Teacher: covering sex education and sexuality English Teacher: bringing together what students learned in these classes by having a health education fair. This will be a senior exit project that students must complete in order to graduate. English teachers will be the ones to facilitate it. Assessments will be based on an essay and the portfolio that they have created. The portfolio will be presented in the gym to lower grade levels. -Because our Unit Plan encompasses five different teachers in five different subject areas, our unit plan is not as detailed as we would like. As a result our lesson plans will be filled with more thorough detail.
Health Education Unit Plan Mind, Spirit, Body
First and Last Name: School District: School Name: School City, State:
Veronica, Christina, Kerstin Plattsburgh State School District SUNY Plattsburgh Plattsburgh, NY
Unit Plan: Health Education Subject Area: Health Education - Language Arts - Physical Education - Art - Technology Grade Level: Grade 12 Unit Title: Health Education: Mind, Spirit, and Body The theme of this unit is health awareness. Through this unit, students will understand the meaning of living a healthy lifestyle and the tools that they can use to go about living healthily. Each lesson plan included in this unit is geared towards a different aspect of health education. These aspects will deal with mental health, physical health, and the students spiritual health as well.
Mind, Spirit, Body
Amount of Time: Unit Plan will be a five week unit. Content Area: Concepts that students will learn are - Food Pyramid - Cyber Bullying and its effects - The importance of physical exercise and how to properly work out - Healthy eating choices - Healthy ways to deal with stress - Healthy ways to view one's image - Etc. Curriculum - Framing Questions: Essential Questions - (1) What are the components in a food pyramid? (2) What is cyber bullying? How can we prevent it from occurring? If someone is being cyber bullied, what can be done to stop it from happening? (3) What is BMI and what should your own BMI be based on your age and height? (4) Why is physical activity important? How much physical activity should a person do daily? What are some exercises? Unit Questions- (5) Why is health education important and how can we use the the information we learned to benefit our own lives? (6) Why is it important to lead healthy life choices? (7) Why is it important to be physically, mentally, and spiritually healthy? What happens if a person is healthy in just one of these categories? (8) How can the tools learned benefit us as we pursue higher education and/or careers? (9) What are you doing now that is beneficial to your health? What are you doing now that is causing harm to your health? What choices can you make to lead a healthy life style?
Student Learning Goals: Students will be able to achieve all standards required in each lesson plan. -Students will understand necessary vocabulary related to health education, e.g. Food Pyramid Calorie Nutrition Health Education
Mind, Spirit, Body
Carbs Bulimia/ Anorexia Etc. -Students will become comfortable speaking in front of peers and become respectful and active listeners -Students will become aware and more accepting of lifestyles which differ from their own -Students will be provided with tools which will allow them to make healthy decisions in their future endeavors -Students will gain a better understanding of their own health and learn how to apply these new healthy concepts to their own lives -Students will learn that there are many aspects to health education (i.e. Mind, body & spirit) Specific Ways to Relate Goals to Curriculum: Lesson plans are designed to inform students on all aspects of health education: Physical education & nutrition Cyber bullying & internet safety Sex education 4 Expressing self image Health fair - Students will keep journals throughout each lesson, allowing them to reflect on new material and improve basic writing skills ( journals will be graded on effort only, not content or grammar) - Students will be highly encouraged to participate and respond to peers during class discussions ( a contract will be passed where students must agree to confidentiality. In addition, the contract will state what is expected of them during these discussions e.g. respect, participation, not talking over one another, not discrediting one's ideas, etc.) - Students will be able to communicate thoughts effectively and be respectful of others thoughts - Students will effectively incorporate technology and media into their research and presentation of information
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Pre- Assessment: Students will be given a questioner which will ask personal information in regards to their health such as: How many times a day do you eat? Do you feel that you are at a healthy weight? Are you stressed out easily? Multiple Choice Question: How many calories should you eat daily? Have you ever been a victim to bullying? Have you ever bullied?
Mind, Spirit, Body
How often do you exercise? Students will be encouraged to answer honestly. Pre- assessment will not be graded, but used to gage where the overall class stands on health awareness. There will also be a physical Pre- Assessment where students will become aware of how fit they are and given a target goal. For students who are fit, a challenge will be provided to them, but it will be emphasized that this challenge does not mean that they are not fit. For students who are physically handicap or disabled accommodations will be made. Prerequisite Skills: Students will be expected to read and write at a 12 grade level. Students will be expected to hold a discussion and speak articulately. Students will be expected to form their own opinions and solutions from the information provided. Students will be expected to gather information and apply it to real life situations. Students will be expected to use Word Processing programs. Materials/ Resources: 1. Anchor Texts (mandated by School/District): Health Education: Elementary and Middle School Applications 2. Fictional Texts (trade books): November Blues by Sharon M. Draper (CSKH, death, football, teen pregnancy) 3. Expository/Informational Texts (trade books): Health Behavior and Health Education: Theory, Research, and Practice [Hardcover] Karen Glanz (Editor), Barbara K. Rimer (Editor), Frances Marcus Lewis (Editor) 4. Other printed sources: Other printed resources: http://phpartners.org/tutorial/02her/index.html (could use this website to print things out or use other resources to help teach the class) 5. Creative Arts: Art teacher will have students create body silhouette of themselves where they will fill the inside with all the words that describes them. 6. Web Sites & Other Technology: www.facebook.com (sample profiles) www.ncsse.com/index.cfm?pageId=941 (sex ed) www.mypyramid.gov (nutrition) 7. Teacher Resource Texts & Materials: www.pbs.org/teachers/classroom/912/health&fitness/resources (health resources) Teaching health science: elementary and middle school By Stephen J. Bender Heres the website for the textbook: http://books.google.com/books? id=n9t6bY2Vo_4C&pg=PA51&dq=textbooks+for+health+education+teachers&hl=en&ei =dy6mTsKGFYH50gHrsMGmDg&sa=X&oi=book_result&ct=result&resnum=1&ved=0C EwQ6AEwAA#v=onepage&q=textbooks%20for%20health%20education %20teachers&f=false
Unit Plan Mind, Spirit, Body Page 4
Unit Overview and Rationale: High Schools prepare students for the real world by providing them with tools for adapting to this change. For many high school students, furthering their education through college is the next step on their path to success. This school recognizes that many students will be going away to college and we recognize that this transition can be quite difficult. Our unit will ensure that our students are walking away with all the skills and information necessary to keep them healthy, safe, and stable. Our school personally feels that students who are the healthiest in regards to their fitness and emotional/ mental state will be the students who will adapt to the college environment easiest. We recognize that college can be a difficult time because of all the changes and it is through this institution that students will truly discover themselves. As a result, the only thing that we can do for our students is prepare them, which is what this Unit was created for. The educational outcomes that we wish to see from our students are: -Students will understand necessary vocabulary related to health education, e.g. Food Pyramid Calorie Nutrition Health Education Carbs Bulimia/ Anorexia Etc. -Students will become comfortable speaking in front of peers and become respectful and active listeners -Students will become aware and more accepting of lifestyles which differ from their own -Students will be provided with tools which will allow them to make healthy decisions in their future endeavors -Students will gain a better understanding of their own health and learn how to apply these new healthy concepts to their own lives -Students will learn that there are many aspects to health education (i.e. Mind, body & spirit) -Students will become aware of Cyber bullying and how prevalent it is in our society. Students will be expected to not engage in those activities. For students who are victims of cyber bullying, tools and resources will be provided to allow them to get the help they need and put an end in being bullied. The overall outcomes that we wish to see from our students are: -We want our students to realize how important it is to be healthy not just physically, but emotionally and spiritually as well. -Students will be given techniques in reducing stress. By the end of the unit, students will be able to use these techniques. -Students will learn that they are resources which can help them stay healthy i.e therapist, nutritionist, councilors, fitness instructor, etc. Characteristic of the Students:
Mind, Spirit, Body
-cognitive: students acquire new life skills centered around living a healthy lifestyle. Learn new vocabulary and terminology which allows them to better understand health education. -social: Students learn healthy ways of interacting with others whether it be face-to-face or through media. -Present students with information on how to handle future social situations, leading them to hopefully make healthy decisions -emotional: Allow students to express themselves in the truest form -Use discussion and journals to provide an outlet for students -Create an environment in which each student can feel comfortable being themselves -physical: -Students learn about nutrition and physical fitness and how they interact with each other. This gives students information to carry out in the real world to makes themselves physically healthy. -Sex education informs students about how their bodies are changing and about the physical, emotional and social dangers they can face if they do not handle themselves in a healthy, mature way.
Students with different needs: -unit and lesson plans are designed to engage students with all types of learning methods ex. Discussions are teacher-led so all students can participate, incorporate media and art for those students who feel more comfortable participating visually -students with learning disabilities: depending on the type of help provided in each school district, provisions could be made to each lesson plan to accommodate learning disabilities.
Introductory procedures: Bell-ringers: one will be presented at the beginning of each class. Bell ringers will contain questions regarding the homework from the previous night, as well as introducing the present day’s topic. These questions are meant to fuel discussion and encourage students to relate back to their personal life situations. -Plan to give students a hand out of goals at beginning of unit. This would serve as a reference sheet for students as they work throughout the unit. These goals will let students know what we are looking for as well as personally keep them on track with materials.
Mind, Spirit, Body
Daily Lessons & Activities: Please refer to lesson plans provided within the last few weeks. Each lesson plan follows the following guide.
Standards Addresses/ Assessed: Reading 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Reading 7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Writing 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. Writing 2a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Writing 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Writing 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation. Speaking and Listening 1. Initiate and participate effectively in a range of collaborative discussions (one-on one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Mind, Spirit, Body
Speaking and Listening 2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Speaking and Listening 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Assessment/ Data Collection: Formative: - Physical fitness test 80% males will be able to do 50 sit ups consecutively and 25 push ups consecutively. In addition, males will be able to do a mile run in under 15 mins. 75% females will be able to do 25 sit ups consecutively and 15 push ups consecutively. In addition, females will be able to do a mile run in under 20 mins. - Crossword puzzle 90% of students will be able to complete the puzzle without referring to class notes. We will allow this puzzle to be open book. - Food diary 95% of students will complete their food journal. 75% will come to the realization of the eating habits. 10% of students will realize a relationship between how much they eat, and their emotional state at the time. - Creating their own nutrition pyramid 80% of students will have the nutrition pyramid memorized. 75% of students will understand the importance of the nutrition pyramid. - Self portrait 70% of students will have a positive self portrait 25% will have a negative illustration in their self portrait 5% will not complete self portrait - Reflections 65% of students will have reflections will very few grammatical errors.
Unit Plan Mind, Spirit, Body Page 8
30% of students will complete their reflections by doing the bare minimum 5% of students will not complete reflections - Participation in discussions - Group circles 100% of students will participate positively in discussions at least once.
Summative: -Health fair presentation at end of the unit (will include: visual presentation, written assignment, students ability to speak about their topics openly and fluently) -Art self-expression project: students will turn in a finished project which represents their lifestyle symbolically (using magazine clips, drawings, etc.) This will not be handed in at the end of the unit, but at the end of this specific section of the unit and will represent a form of summative learning.
Summarize, Evaluate & Reflect: Students will be entering in this unit with a basic understanding of who they are. They will begin questioning there beliefs, morals, values, perceptions, sexuality, etc. The transition from high school to college, can be a very difficult transition, and this school will do its best to not only prepare them academically, but emotionally as well. Health education is an important topic which is often overlooked. We teach students about safe sex, but hardly ever do we really teach them about their mental/ emotional health. We recognize that the students who have a clear understanding of their health in regards to their mental and emotional state will be the students who will find ease in this transition to college. We want to ensure that our students do not only become aware of their well being, but know that they are people who can help them if they ever feel like their health is being jeopardized. College and even more so life in general, is more than academics. They're so many factors that plays into one's success and our school will do its best to prepare students to be prepared for these occurrences. Our health education unit will ensure this. As a whole, students will appreciate this unit. What is interesting about this unit is that it is not completely focused on teaching new material and seeing how well a student can memorize the information. This unit is focused on having students gather material, interpret it, and utilize the information learned by applying it to one's life. Students will truly grasp the information provided because they will be learning it hands on. All information will be relatable to their own personal lives. This will be as unit that not only students will exceed in, but they will use what they have learned in the real world.
Mind, Spirit, Body
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