Unit Plan Project

Lesson 1:

Introductory Material:
Course: 1st Block Health and Personal Fitness

Unit Focus: Lesson # in Unit: (i.e., Lesson 3 of 8)

Mental Health 1 of 5

Date of Lesson: Class Time: Length of Lesson: (Time) Number of Students:

1-22-24 8:42-10:12 1 hr 10 mins 32

Equipment/Supplies: (Attach all relevant handouts, Technology Use: (by students)

activities, templates, PP slides, etc. to be used in lesson) Students personal laptops to follow PowerPoint on
40 Mental Health Guided Notes Sheets, Power smart board.
point, 40 self-esteem workbooks, 2 sit and reach
boxes, 2 scales, 2 measuring sticks

Description of Facility: Safety Considerations: (Physical & Emotional)

Typical classroom with 35 desks, 1 teacher desk, Sensitivity around the topic of mental health,
touch screen board, and 2 dry erase boards. Full- specifically anxiety and depression.
size gym with 3 basketball courts and an upstairs
walking track or auxiliary gym with full-size
basketball court.

Standards/Essential Questions/Skill Development/Assessments:

Healthy HBO 4. Prevent and manage emotional stress and anxiety in healthy ways.
Behavior HBO 9. Practice habits that promote mental and emotional wellbeing.
Outcome:

National Health Standard 4: Students will demonstrate the ability to use interpersonal communication skills to
Education enhance health and avoid or reduce health risks.
Standards: Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and
avoid or reduce health risks.
Georgia HEHS.4.c: Demonstrate how to ask for and offer assistance to enhance the health of self and
Standards of others.
Excellence: HEHS.7.a: Demonstrate individual responsibility for improving personal health.
(write out
elements)

Skill Pedagogy Identify any skill steps that will be addressed in the lesson:
Steps:
#1. Introduce the Skill
Provide students with a definition.
Discuss the relevance of the skill to their health and their lives.
Explain the educational outcomes of the skill.
#2. Present Skill Cues/Critical Elements
#3. Model the Skill
Provide students with the opportunity to observe the skill being applied effectively.
Correct misconceptions about what the skill is and how to perform it.
#4. Practice and Feedback
Encourage verbal rehearsal and action.
Provide opportunities for practice in real-life, relevant situations with coaching and
feedback.
#5. Assess the Skill and Support Transfer
Evaluate student performance.
Provide opportunities for personal practice (students practice the skills in real life outside
the classroom).

Essential a. What is one way that building self-esteem helps with mental health?
Questions: b. How does self-esteem develop and improve?
c. Why do we do the FitnessGram Tests?

Skill Model Used Skill Cues

in Unit: Identify Personal Responsibilities- Analyze the role of
individual responsibility for enhancing health.
Choose a Skill or Strategy- Demonstrate a variety of healthy
practices and behaviors that will maintain or improve the
health of self and others.
Reference: RMC Health –
Make It a Habit- Demonstrate a variety of behaviors to Resources and Tools RMC
avoid or reduce health risks to self and others. Health » Resources & Tools
Reflect-
 What can I do now to continue building my healthy
practices towards future responsibilities? \
 How does mastering this health practice help me
prepare for future responsibilities?
 How does identifying my future responsibilities
help me now?
 In what ways can I prepare for my future
responsibilities in my current life?

Assessments: Diagnostic Formative Summative

Diagnostic, Gauge where students are in Gauge student progress/growth Gauge student mastery of
their learning prior to the through ongoing and periodic standards.
Formative,
beginning of the lesson. observation and/or checks for
Summative understanding.
Have a short discussion The students will have a 3
about if any of them have question TOD to complete
 ever thought about or dealt for a completion grade.
with any form of mental
health.

Language Used Self Esteem, Mental Health, Self Confidence, Self Talk, Obstacles, Strategies, Flip-it
in the Lesson:

Behavioral/Performance Objectives:
Prior Academic Knowledge & Skills: (Describe prior knowledge and skills students will need to use and
build upon to be successful in lesson)
Basic knowledge of mental health learned in previous grades.

Functional Health Information: (Cognitive objective; ABCD format) Standard Method of

addressed: Assessment:
TSWBAT recall one way that building self-esteem helps with mental HEHS.7.a TOD
health on the TOD.

Health-related Skill(s): (Psychomotor objective; ABCD format) Standard Method of

addressed: Assessment:
TSWBAT build their self esteem using different tactics and HEHS.4.c Self-esteem
strategies in the self-esteem workbook. HEHS.7.a workbook

Development of attitudes, values, beliefs & norms to Standard Method of

adopt/maintain healthy behaviors: (Affective objective; ABCD addressed: Assessment:
format)

file:///Users/johnreidjarvis/Downloads/Self-Esteem Workbook.pdf
file:///Users/johnreidjarvis/Downloads/Mental Health - Glencoe
Health.pdf
file:///Users/johnreidjarvis/Downloads/Mental Health Student note
sheet.pdf
file:///Users/johnreidjarvis/Downloads/FitnessGram Pre-test Goal
Sheet.pdf

Lesson Plan Details:

Write a detailed outline of your class session including your participatory methods,
instructional strategies, learning tasks, key questions, key transitions, student supports,
assessment strategies, and conclusion. Your outline should be detailed enough that another
teacher could understand the instructions enough to use them. Include what you will do as a
teacher and what your students will be doing during each lesson phase.
*Note: the statements and scaffolding questions in red below are meant to guide your
thinking and planning. You do not need to answer them explicitly or address each one in
your plan.
Lesson Purpose: This lesson is the beginning of our mental health unit. It will cover the first half of our
mental health notes and the first half of the self-esteem workbook. The purpose is to help
the students know and understand the basic ways of building self-esteem, as well as
learning the beginning mental health knowledge.

Lesson The students will dress out for personal fitness at the beginning of class. They will have 10 minutes to
Introduction: dress out, use the bathroom, and do whatever they need to do before coming back in the classroom
to start the lesson. There will be no instant activity, but we will have a short discussion about prior
(Instant/Motivationa
knowledge of mental health. This will introduce the topic and get them thinking about what we are
l Activity; Warm-Up; starting.
Set Induction)

Indicate time
allocation: (minutes)
Less than 5
Transition: The notes will be passed out while I pull up the power point.

Focused Learning: Activity #1 – Mental Health Notes Part 1

(Specific and a. The students and I will begin to go over the Mental Health Notes.
detailed plan to b. I will go over the power point asking for students to read and having small discussions
facilitate skill about important things on the notes.
c. We will go until we get to the effects of prolonged exposure to stress section, where we will
development and
find a stopping point and move on to start the workbook.
student learning)
Differentiated Instruction:
Indicate time
allocation: (minutes) Higher Order Thinking Questions (3):
15 1. What is health?
2. How does self-esteem develop and improve?
3. What is stress?

Check for Understanding:

I will repeatedly go back and recall things from previous sections of the notes to make sure
the students are staying engaged and on task.

Transition: The students will put their notes in a safe place while the self-esteem workbook is passed
out.

Focused Learning: Activity #2 – Self-Esteem Workbook Part 1

(Specific and a. I will explain what the workbook is and why we are doing it.
 detailed plan to b. The students will then begin to work on their own.
facilitate skill c. The workbook consists of different tactics and strategies that can be used by the
development and students to build their self-esteem. This will also help them better understand the
student learning) topic because it is more personal, so they can relate it back to their own lives.
d. They will work until they get at least through the self-esteem journal section. They
will be allowed to work ahead, but they must get through at least that section.
Indicate time
allocation: (minutes) Differentiated Instruction:
25
Higher Order Thinking Questions (3):
1. How does self-esteem develop and improve?
2. What are some ways that we can develop and improve self esteem?

Check for Understanding:

I will walk around the classroom to make sure the students know what they are doing and
why they are doing it. I will also be making sure they are staying engaged.
Transition: The students will put their workbook in a safe place to finish tomorrow and complete a 3
question TOD. Then they will head upstairs to the aux gym to begin the fitnessgram pre-
tests.

Focused Learning: Activity #3 – FitnessGram Pre-Tests Height, Weight, Sit and Reach
(Specific and a. The students will go around to different stations
detailed plan to b. One station will be the weight station. They will get their weight and write it down
facilitate skill on their sheet.
development and c. The next station will be the height station. They will get their height and record it
student learning) on their sheet.
d. The last station will be the sit and reach station. They will do their sit and reach test
and record the results on their paper.
Indicate time Differentiated Instruction:
allocation: (minutes) Higher Order Thinking Questions (3):
30 1. Why do we do the FitnessGram tests?
2. What do the FitnessGram tests tell you about your health?

Check for Understanding:

I will make sure the students are recording the correct results on their sheets.

Transition: The students will dress back out and dismiss from the gym

Closing: The students will complete a 3 question TOD before going to the aux gym.

a. What is one way that building self-esteem helps with mental health?
Indicate time b. How does self-esteem develop and improve?
allocation: (minutes) c. Why do we do the FitnessGram Tests?
5

Remediation/Modifications:
 Differentiated The students will have discretion to identify things that they like about
Instruction: themselves, improving their self-esteem.

Extensions: I think going more in depth with how this workbook improves the students’
self-esteem would help. They could also do a survey about where they are
before and after the workbook in terms of self-esteem.

Supplemental file:///Users/johnreidjarvis/Downloads/Self-Esteem Workbook.pdf

Resources: file:///Users/johnreidjarvis/Downloads/Mental Health - Glencoe Health.pdf
file:///Users/johnreidjarvis/Downloads/Mental Health Student note sheet.pdf
file:///Users/johnreidjarvis/Downloads/FitnessGram Pre-test Goal Sheet.pdf

https://www.rmc.org/resources-tools/
https://www.shapeamerica.org/MemberPortal/standards/health/default.aspx
https://www.georgiastandards.org/Georgia-Standards/Documents/Health-
Education-9-12-Georgia-Standards.pdf
https://www.cdc.gov/healthyyouth/hecat/pdf/2021/HECAT_Appendix_03.pdf

Lesson 2:

Introductory Material:
Course: 1st Block Health and Personal Fitness

Unit Focus: Lesson # in Unit: (i.e., Lesson 3 of 8)

Mental Health 2 of 5

Date of Lesson: Class Time: Length of Lesson: (Time) Number of Students:

1-23-24 8:42-10:12 1 hr 10 mins 32

Equipment/Supplies: (Attach all relevant handouts, Technology Use: (by students)

activities, templates, PP slides, etc. to be used in lesson) Students’ personal laptops to follow PowerPoint on
40 Mental Health Guided Notes Sheets, Power smart board.
point, 40 self-esteem workbooks
Description of Facility: Safety Considerations: (Physical & Emotional)
Typical classroom with 35 desks, 1 teacher desk, Sensitivity around the topic of mental health,
touch screen board, and 2 dry erase boards. Full- specifically anxiety and depression.
size gym with 3 basketball courts and an upstairs
walking track or auxiliary gym with full-size
basketball court.
Standards/Essential Questions/Skill Development/Assessments:
Healthy HBO 4. Prevent and manage emotional stress and anxiety in healthy ways.
Behavior HBO 9. Practice habits that promote mental and emotional wellbeing.
Outcome:

National Health Standard 4: Students will demonstrate the ability to use interpersonal communication skills to
Education enhance health and avoid or reduce health risks.
Standards: Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and
avoid or reduce health risks.
Georgia HEHS.4.c: Demonstrate how to ask for and offer assistance to enhance the health of self and
Standards of others.
Excellence: HEHS.7.a: Demonstrate individual responsibility for improving personal health.
(write out
elements)

Skill Pedagogy Identify any skill steps that will be addressed in the lesson:
Steps:
#1. Introduce the Skill
Provide students with a definition.
Discuss the relevance of the skill to their health and their lives.
Explain the educational outcomes of the skill.
#2. Present Skill Cues/Critical Elements
#3. Model the Skill
Provide students with the opportunity to observe the skill being applied effectively.
Correct misconceptions about what the skill is and how to perform it.
#4. Practice and Feedback
Encourage verbal rehearsal and action.
Provide opportunities for practice in real-life, relevant situations with coaching and
feedback.
#5. Assess the Skill and Support Transfer
Evaluate student performance.
Provide opportunities for personal practice (students practice the skills in real life outside
the classroom).

Essential 1. What is one way that I can flip a mistake, failure, or obstacle?
Questions: 2. What is one of the goals that you set? Why?
3. What are 2 common risk factors associated with suicide?
Skill Model Used Skill Cues
in Unit: Identify Personal Responsibilities- Analyze the role of
individual responsibility for enhancing health.
Choose a Skill or Strategy- Demonstrate a variety of healthy
practices and behaviors that will maintain or improve the
health of self and others.
Reference: RMC Health –
Make It a Habit- Demonstrate a variety of behaviors to Resources and Tools RMC
 avoid or reduce health risks to self and others. Health » Resources & Tools
Reflect-
 What can I do now to continue building my healthy
practices towards future responsibilities? \
 How does mastering this health practice help me
prepare for future responsibilities?
 How does identifying my future responsibilities
help me now?
 In what ways can I prepare for my future
responsibilities in my current life?

Assessments: Diagnostic Formative Summative

Diagnostic, Gauge where students are in Gauge student progress/growth Gauge student mastery of
their learning prior to the through ongoing and periodic standards.
Formative,
beginning of the lesson. observation and/or checks for
Summative understanding.
Have a short discussion The students will have a 3
about the things we question TOD to complete
learned from the notes and for a completion grade.
the workbook yesterday.
Recall some important
things.

Language Used Self Esteem, Mental Health, Self Confidence, Self-Talk, Obstacles, Strategies, Flip-it
in the Lesson:

Behavioral/Performance Objectives:
Prior Academic Knowledge & Skills: (Describe prior knowledge and skills students will need to use and
build upon to be successful in lesson)
Knowledge of mental health and self esteem learned in the previous lesson.

Functional Health Information: (Cognitive objective; ABCD format) Standard Method of

addressed: Assessment:
TSWBAT recall one of the goals they set from the worksheet and HEHS.7.a TOD
the obstacles and strategies to achieve it on the TOD

Health-related Skill(s): (Psychomotor objective; ABCD format) Standard Method of

addressed: Assessment:
TSWBAT set goals for themselves regarding self-esteem and use HEHS.4.c Self-esteem
 different tactics and strategies to achieve those goals on the self- HEHS.7.a workbook
esteem workbook.

Development of attitudes, values, beliefs & norms to Standard Method of

adopt/maintain healthy behaviors: (Affective objective; ABCD addressed: Assessment:
format)

file:///Users/johnreidjarvis/Downloads/Self-Esteem Workbook.pdf
file:///Users/johnreidjarvis/Downloads/Mental Health - Glencoe
Health.pdf
file:///Users/johnreidjarvis/Downloads/Mental Health Student note
sheet.pdf
file:///Users/johnreidjarvis/Downloads/FitnessGram Pre-test Goal
Sheet.pdf

Lesson Plan Details:

Write a detailed outline of your class session including your participatory methods,
instructional strategies, learning tasks, key questions, key transitions, student supports,
assessment strategies, and conclusion. Your outline should be detailed enough that another
teacher could understand the instructions enough to use them. Include what you will do as a
teacher and what your students will be doing during each lesson phase.
*Note: the statements and scaffolding questions in red below are meant to guide your
thinking and planning. You do not need to answer them explicitly or address each one in
your plan.
Lesson Purpose: This is the second lesson in our mental health unit. It will cover the second half of our
mental health notes and the second half of our self-esteem workbook. The purpose is to
help the students set some basic goals and identify the obstacles as well as different
strategies to achieve them, as well as learning more mental health knowledge.

Lesson The students will dress out for personal fitness at the beginning of class. They will have 10 minutes to
Introduction: dress out, use the bathroom, and do whatever they need to do before coming back in the classroom
to start the lesson. There will be no instant activity, but we will have a short discussion about the
(Instant/Motivationa
lesson from yesterday. This will introduce the topic and get them thinking about what we are
l Activity; Warm-Up; continuing.
Set Induction)

Indicate time
allocation: (minutes)
Less than 5
Transition: The students will get their notes sheet out from yesterday.

Focused Learning: Activity #1 – Mental Health Notes Part 2

(Specific and a. The students and I will finish going over the mental health notes.
detailed plan to b. I will go over the power point asking for students to read and having small discussions
facilitate skill about important things on the notes.
development and c. We will go until we get to the end of the notes. The students will bring their notes to me
student learning) and get them checked off to make sure they have everything they need and didn’t miss
anything.
d. We will then move on to the workbook.
Indicate time
Differentiated Instruction:
allocation: (minutes)
15
Higher Order Thinking Questions (3):
1. What is anxiety?
2. What is depression caused by?
3. What are 2 common risk factors associated with suicide?

Check for Understanding:

I will repeatedly go back and recall things from previous sections of the notes to make sure
the students are staying engaged and on task.

Transition: The students will bring their notes to me and get them checked off to make sure they have
everything they need and didn’t miss anything. They will then put them in a safe place
where they won’t lose them and pull out the workbook that we started yesterday.

Focused Learning: Activity #2 – Self-Esteem Workbook Part 2

(Specific and a. The students will begin where they left off on the workbook and work at their own
detailed plan to pace.
facilitate skill b. They will be required to finish it and turn it in before we go upstairs for personal
development and fitness.
student learning) c. This half of the workbook focuses on self-confidence, setting goals, and flipping
mistakes, failures and obstacles. This will also help them better understand the
topic because it is more personal, so they can relate it back to their own lives.
Indicate time d. They will finish and turn it in to the first block section on the front table.
allocation: (minutes)
25 Differentiated Instruction:

Higher Order Thinking Questions (3):

4. What is one way that I can flip a mistake, failure, or obstacle?
5. What is one of the goals that you set? Why?

Check for Understanding:

I will walk around the classroom to make sure the students know what they are doing and
why they are doing it. I will also be making sure they are staying engaged.
Transition: The students will place their finished workbooks in the first block section on the front
table and complete a 3 question TOD. Then they will head upstairs to the aux gym to
begin the fitnessgram pre-tests.

Focused Learning: Activity #3 – FitnessGram Pre-Tests Pacer

(Specific and a. The boys will run first. While the boys run in the aux gym, the girls will be walking
detailed plan to the track in the main gym.
facilitate skill b. Once the boys finish, they will record their results on their paper and go walk the
development and track in the main gym.
 student learning) c. The girls will now run. Once they finish they will also record their results on their
paper and walk the track in the main gym.
d. Once everyone is finished, with the remaining time, they will be allowed to go
Indicate time downstairs and play basketball. If they don’t want to, they will stay upstairs and
allocation: (minutes) walk.
30
Differentiated Instruction:

Higher Order Thinking Questions (3):

1. Why do we do the FitnessGram Tests?
2. What do the FitnessGram tests tell you about your health?

Check for Understanding:

I will make sure the students are recording the correct results on their sheets.

Transition: The students will dress back out and dismiss from the gym

Closing: The students will complete a 3 question TOD before going to the aux gym.
1. What is one way that I can flip a mistake, failure, or obstacle?
2. What is one of the goals that you set? Why?
Indicate time 3. What are 2 common risk factors associated with suicide?
allocation: (minutes)
5

Remediation/Modifications:
Differentiated The students will have discretion to identify goals that they are setting for
Instruction: themselves in order to improve their self-esteem.

Extensions: I think going more in depth with how this workbook improves the students’
self-esteem would help. They could also do a survey about where they are
before and after the workbook in terms of self-esteem.

Supplemental file:///Users/johnreidjarvis/Downloads/Self-Esteem Workbook.pdf

Resources: file:///Users/johnreidjarvis/Downloads/Mental Health - Glencoe Health.pdf
file:///Users/johnreidjarvis/Downloads/Mental Health Student note sheet.pdf
file:///Users/johnreidjarvis/Downloads/FitnessGram Pre-test Goal Sheet.pdf
https://www.rmc.org/resources-tools/
https://www.shapeamerica.org/MemberPortal/standards/health/default.aspx
https://www.georgiastandards.org/Georgia-Standards/Documents/Health-
Education-9-12-Georgia-Standards.pdf
https://www.cdc.gov/healthyyouth/hecat/pdf/2021/HECAT_Appendix_03.pdf

Lesson 3:
Introductory Material:
Course: 1st Block Health and Personal Fitness

Unit Focus: Lesson # in Unit: (i.e., Lesson 3 of 8)

Mental Health 3 of 5

Date of Lesson: Class Time: Length of Lesson: (Time) Number of Students:

1-24-24 8:42-9:50 58 minutes 32

Equipment/Supplies: (Attach all relevant handouts, Technology Use: (by students)

activities, templates, PP slides, etc. to be used in lesson) Students’ personal laptops to use the website given
40 Anxiety, Depression Suicide Notes, 40 to fill out packet and follow the power point.
Analysis of Mental Health Disorders packets,
Power point
Description of Facility: Safety Considerations: (Physical & Emotional)
Typical classroom with 35 desks, 1 teacher desk, Sensitivity around the topic of mental health,
touch screen board, and 2 dry erase boards. Full- specifically anxiety and depression.
size gym with 3 basketball courts and an upstairs
walking track or auxiliary gym with full-size
basketball court.

Standards/Essential Questions/Skill Development/Assessments:

Healthy HBO 4. Prevent and manage emotional stress and anxiety in healthy ways.
Behavior HBO 9. Practice habits that promote mental and emotional wellbeing.
Outcome:

National Health Standard 4: Students will demonstrate the ability to use interpersonal communication skills to
Education enhance health and avoid or reduce health risks.
Standards: Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and
avoid or reduce health risks.
Georgia HEHS.4.b: Demonstrate strategies to prevent, manage, or resolve conflicts without harming
Standards of self or others.
Excellence: HEHS.7.a: Demonstrate individual responsibility for improving personal health.
(write out
elements)

Skill Pedagogy Identify any skill steps that will be addressed in the lesson:
Steps:
#1. Introduce the Skill
Provide students with a definition.
Discuss the relevance of the skill to their health and their lives.
Explain the educational outcomes of the skill.
#2. Present Skill Cues/Critical Elements
#3. Model the Skill
 Provide students with the opportunity to observe the skill being applied effectively.
Correct misconceptions about what the skill is and how to perform it.
#4. Practice and Feedback
Encourage verbal rehearsal and action.
Provide opportunities for practice in real-life, relevant situations with coaching and
feedback.
#5. Assess the Skill and Support Transfer
Evaluate student performance.
Provide opportunities for personal practice (students practice the skills in real life outside
the classroom).

Essential 1. What was the most interesting mental health disorder to you and why?
Questions: 2. How many of these disorders did you already know prior to doing this packet?
3. What are 3 of the warning signs that a person is suicidal?

Skill Model Used Skill Cues

in Unit: Analyzing Influences-
Step 1: Identify Influences-
• Define influence and different types of influences
• Identify internal and external influences
Step 2: Connect Influences to Outcomes-
Reference: RMC Health –
• Connect influence of media and technology to outcomes Resources and Tools RMC
• Connect influence of social norms to outcomes Health » Resources & Tools
• Connect influence of laws and policy to outcomes
Step 3: Connect Influences to the Future-
• Connect health risk behaviors to future behaviors
• Connect influences to future behaviors & outcomes
Assessments: Diagnostic Formative Summative
Diagnostic, Gauge where students are in Gauge student progress/growth Gauge student mastery of
their learning prior to the through ongoing and periodic standards.
Formative,
beginning of the lesson. observation and/or checks for
Summative understanding.
Have a short discussion The students will have a 3
about the things we question TOD to complete
learned yesterday, for a completion grade.
specifically the mental
health disorders stuff from
the notes.

Language Used Mental Health Disorders, Stigma, ADHD, ANXIETY DISORDERS, BIPOLAR DISORDER,
in the Lesson: BORDERLINE PERSONALITY DISORDER, DEPRESSION, DISSOCIATIVE DISORDERS,
EARLY PSYCHOSIS AND PSYCHOSIS, EATING DISORDERS, OBSESSIVE COMPULSIVE
DISORDER, POST TRAUMATIC STRESS DISORDER, SCHIZOAFFECTIVE DISORDER,
SCHIZOPHRENIA, Mental Illness, Anxiety, Depression, Suicide
Behavioral/Performance Objectives:
Prior Academic Knowledge & Skills: (Describe prior knowledge and skills students will need to use and
build upon to be successful in lesson)
Knowledge of mental health disorders from the notes.

Functional Health Information: (Cognitive objective; ABCD format) Standard Method of

addresse Assessmen
TSWBAT recall one of the 3 out of the 5 warning signs that a person is d: t:
suicidal on the TOD. HEHS.4.b TOD

Health-related Skill(s): (Psychomotor objective; ABCD format) Standard Method of

addresse Assessmen
TSWBAT write out how to end the stigma associated with mental illness d: t:
on the analysis of mental health disorders packet. HEHS.4.b Analysis of
Mental
Health
Disorders
Packet
Development of attitudes, values, beliefs & norms to adopt/maintain Standard Method of
healthy behaviors: (Affective objective; ABCD format) addresse Assessmen
d: t:
file:///Users/johnreidjarvis/Downloads/
analysis_of_mental_health_disorders.pdf
file:///Users/johnreidjarvis/Downloads/Anxiety Depression and Suicide
Student Notes.pdf
file:///Users/johnreidjarvis/Downloads/Anxiety, Depression and
Suicide.pdf
https://www.nami.org/Learn-More/Mental-Health-Conditions

Lesson Plan Details:

Write a detailed outline of your class session including your participatory methods,
instructional strategies, learning tasks, key questions, key transitions, student supports,
assessment strategies, and conclusion. Your outline should be detailed enough that another
teacher could understand the instructions enough to use them. Include what you will do as a
teacher and what your students will be doing during each lesson phase.
*Note: the statements and scaffolding questions in red below are meant to guide your
thinking and planning. You do not need to answer them explicitly or address each one in
your plan.
Lesson Purpose: This is the 3rd lesson in our mental health unit. It will cover the anxiety, suicide and
depression notes and the analysis of mental health disorders packet. The notes give the
students more information before starting the packet. The purpose is to teach the students
more about mental health disorders and to ultimately help them find out how they can help
end the stigma associated with mental illness.
Lesson The students will not dress out for personal fitness. Today is a Hawk Hour Day, so that means we
Introduction: have shorter classes and no time for personal fitness. They will be given 5 minutes after role to use
the bathroom and do whatever they need to do before the lesson starts. There will be no instant
(Instant/Motivationa
activity, but we will have a short discussion about the things we learned yesterday, specifically the
l Activity; Warm-Up; mental health disorders stuff from the notes. This will introduce the topic and get them thinking
Set Induction) about what we are about to start.

Indicate time
allocation: (minutes)
5
Transition: The students will grab a notes sheet from the front table as they come back to the classroom.

Focused Learning: Activity #1 – Anxiety, Depression and Suicide Notes

(Specific and a. The students and I will begin to go over the Anxiety, Depression and Suicide Notes.
detailed plan to b. I will go over the power point asking for students to read and having small discussions
facilitate skill about important things on the notes.
c. We will finish the notes and the students will bring them to me and get them checked off to
development and
make sure they have everything they need and didn’t miss anything.
student learning) d. We will then move on to the packet.

Indicate time Differentiated Instruction:

allocation: (minutes)
Higher Order Thinking Questions (3):
4. What is anxiety?
5. What is depression caused by?
6. What are 3 of the warning signs that a person is suicidal?

Check for Understanding:

I will repeatedly go back and recall things from previous sections of the notes to make sure
the students are staying engaged and on task.

Transition: The students will bring their notes to me and get them checked off to make sure they have
everything they need and didn’t miss anything. They will then put them in a safe place
where they won’t lose them. They will then grab an Analysis of mental health disorders
packet off the front desk.

Focused Learning: Activity #2 – Analysis of Mental Health Disorders Packet

(Specific and a. The students will start the packet by reading the paragraph on the front page and
detailed plan to answering the 3 questions below it. What is Mental Health, what is a stigma and
facilitate skill why is there a stigma associated with mental illness, and of 450 million people who
development and suffer from mental health conditions, why do you believe that the majority do not
student learning) receive any type of care?
b. They will then use this website, https://www.nami.org/Learn-More/Mental-Health-
Conditions, to fill out the chart to help them have a better understanding of mental
Indicate time health disorders.
allocation: (minutes) c. They will write the overview, treatment, and support for each mental health
 disorder using the information they get from the website.
d. Then they will write a paragraph telling how they can help end the stigma
associated with mental illness.
e. They will finish this before the end of class and turn it in to the first block section on
the front table.

Differentiated Instruction:

Higher Order Thinking Questions (3):

1. What was the most interesting mental health disorder to you and why?
2. How many of these disorders did you already know prior to doing this packet?
3. How many did you not know?

Check for Understanding:

I will walk around the classroom to make sure the students know what they are doing and
why they are doing it. I will also be making sure they are staying engaged.

Transition: The students will place their finished packets in the first block section of the front table
and complete a 3 question TOD before leaving class.

Closing: The students will complete a 3 question TOD before leaving the classroom.
4. What was the most interesting mental health disorder to you and why?
5. How many of these disorders did you already know prior to doing this packet?
Indicate time 6. What are 3 of the warning signs that a person is suicidal?
allocation: (minutes)

Remediation/Modifications:
Differentiated The students will have discretion to tell their own personal opinion on how they
Instruction: can end the stigma associated with mental illness.

Extensions: I think going more in depth with how this packet helps the students understand these
mental illnesses. Like how more likely the people with the illnesses are to have anxiety,
depression, or suicidal thoughts or tendancies.

Supplemental file:///Users/johnreidjarvis/Downloads/analysis_of_mental_health_disorders.pdf
Resources: file:///Users/johnreidjarvis/Downloads/Anxiety Depression and Suicide Student
Notes.pdf
file:///Users/johnreidjarvis/Downloads/Anxiety, Depression and Suicide.pdf
https://www.nami.org/Learn-More/Mental-Health-Conditions
https://www.rmc.org/resources-tools/
https://www.shapeamerica.org/MemberPortal/standards/health/default.aspx
https://www.georgiastandards.org/Georgia-Standards/Documents/Health-
Education-9-12-Georgia-Standards.pdf
https://www.cdc.gov/healthyyouth/hecat/pdf/2021/HECAT_Appendix_03.pdf