4850 Unit Plan Part 2
4850 Unit Plan Part 2
4850 Unit Plan Part 2
Introductory Material:
Course: 1st Block Health and Personal Fitness
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).
Language Used Stressor, Stress Response, Coping Mechanism, Sort-Term Effects, Long-Term Effects,
in the Lesson: Distraction, Grounding, Emotional Release, Self-Love, Thought Challenge, Access
your Higher Self, Coping Skills
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 stress from mental health notes from Monday and Tuesday.
file:///Users/johnreidjarvis/Downloads/Stress Chart.pdf
file:///Users/johnreidjarvis/Downloads/Personal Coping Skills
Table.pdf
file:///Users/johnreidjarvis/Downloads/FitnessGram Pre-test Goal
Sheet (1).pdf
https://quizizz.com/admin/quiz/5d7f78def1ac09001e60b852/mental-
health-review?searchLocale=
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 4th lesson in our mental health unit. It will cover the stress chart and the personal
coping skills worksheets as well as the unit test quizizz review to help the students get
prepared for the unit test tomorrow. The purpose of this lesson is to introduce coping
mechanisms and coping skills. It will allow them to think more personally about themselves
and how they cope with stress. Also, this lesson will allow the students to study for the test
tomorrow by practicing the quizizz.
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, as well as a short discussion about if any of them have ever used or
l Activity; Warm-Up; attempted to us a coping mechanism.
Set Induction)
Indicate time
allocation: (minutes)
Less than 5
Transition: The students will grab a stress chart and coping skills worksheet from the table up front and be
ready to start the lesson.
Differentiated Instruction:
Higher Order Thinking Questions (3):
1. Have you ever thought about what may cause you stress before doing this
activity?
2. Have you ever thought about or performed a coping mechanism prior to doing
this activity?
Transition: The students will be asked to turn their papers over to the back where the personal
coping skills worksheet is.
Differentiated Instruction:
Transition: The students will turn in their papers to the first block section on the front table and get
out their laptops to prepare for the quizizz review.
Transition: The students will put their laptops away and complete a 3 question TOD. They will then
pull out their fitnessgram pretest papers and go upstairs to the track and walk to prepare
to do the fitnessgram mile test.
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 upstairs track.
1. What is a Stressor?
2. What is a Stress Response?
Indicate time 3. What is a Coping Mechanism?
allocation: (minutes) Bonus: Do you feel prepared for tomorrow’s test?
5
Remediation/Modifications:
Differentiated The students will have discretion to identify their own personal coping skills to
Instruction: help improve their stress management.
Extensions: I think going more in depth with how these worksheets help improve their
stress management skills would help them better understand the topic. They
could also do a survey about where they are before and after the worksheets in
terms of stress management.
Lesson 5:
Introductory Material:
Course: 1st Block Health and Personal Fitness
National Health Standard 1: Students will comprehend concepts related to health promotion and disease
Education prevention to enhance health.
Standards:
Georgia HEHS.1.n: Describe the interrelationships of emotional, intellectual, physical, and social health.
Standards of HEHS.1.b: Describe the relationship between personal health and well-being.
Excellence:
(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. Do you feel like the activities we did this week prepared you for the test?
Questions: 2. How do you feel about the test?
3. What were some things you didn’t know coming into this unit that you now leave
this unit knowing well?
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?
Language Used Stressor, Stress Response, Coping Mechanism, Self Esteem, Mental Health, Self
in the Lesson: Confidence, Self-Talk, Obstacles, Strategies, Mental Health Disorders, 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)
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 there will be a short review session to help
(Instant/Motivationa
the students prepare for the test.
l Activity; Warm-Up;
Set Induction)
Indicate time
allocation: (minutes)
Less than 5
Transition: The students will pull out their laptops and open the unit test on CTLS.
Transition: The students will put their laptops away and pull out a sheet of paper and complete a
short 2 question TOD about the test and turn it in to the first block section on the front
table. They will then pull out their fitnessgram pretest sheets and go upstairs to the aux
gym.
Focused Learning: Activity #2 – FitnessGram Push-up and Sit-up Pretest and Goals
(Specific and a. The students will go to the aux gym and find a partner and an open spot on the gym
detailed plan to floor.
facilitate skill b. I will play the fitnessgram push-up audio prompt and the first partner will do the
development and test. When they fail to complete a push-up, they will record how many they did on
student learning) their paper. Then the second partner will go and do the same thing.
c. We will then move on to the sit-up test. It will go the same way as the push-up test.
d. After everyone finishes, they will complete the bottom part of their worksheet. This
Indicate time has the students create 2 fitness goals for the semester based off all their pretest
allocation: (minutes) results. They will write how they will measure these goals and their plans to achieve
30 these goals. They will then answer the question, “How do you feel about exercise?
What types of physical activity do you like?”.
e. Once they finish, they may either walk the upstairs track, or go downstairs and play.
Differentiated Instruction:
Remediation/Modifications:
Differentiated The students will have discretion to identify their own personal fitness goals for
Instruction: the semester to help improve their personal fitness.
Extensions: I think having a class discussion about the test would allow the students to tell
me in person how they felt the content taught was helpful.
References:
file:///Users/johnreidjarvis/Downloads/FitnessGram Pre-test Goal Sheet (1).pdf
file:///Users/johnreidjarvis/Downloads/analysis_of_mental_health_disorders.pdf
https://quizizz.com/admin/quiz/5d7f78def1ac09001e60b852/mental-health-
review?searchLocale=
https://www.shapeamerica.org/MemberPortal/standards/health/default.aspx
https://www.georgiastandards.org/Georgia-Standards/Documents/Health-
Education-9-12-Georgia-Standards.pdfhttps://www.cdc.gov/healthyyouth/
hecat/pdf/2021/HECAT_Appendix_03.pdf
https://www.rmc.org/resources-tools/
Monday:
Based on the short discussion we had as a class on Monday, I gathered that only about
4 students were confident in their knowledge on mental health.
Tuesday:
On Tuesday, we had a discussion about the things we learned on Monday. We also had
a TOD at the end of class that day. From what I gathered that day, about 9 more
students were confident in their knowledge on mental health. I had a discussion with
these students, and they each told me they studied the topic at home.
Wednesday:
Wednesday, we started with another discussion about what we learned Tuesday. The
students were a lot more involved in the discussion, almost shouting answers out at
me. I could tell they were getting better with their knowledge on the topic. From that
discussion and the TOD we did at the end of class, I gathered that about 6 more
students gained confidence on their knowledge of mental health.
Thursday:
On Thursday, we started the same as all the other days. We talked about the
information we learned on Wednesday. Once again, more students were involved in
the discussion. We also did a Quizizz review, and the students did great on it. Again,
after the TODs were done and turned in, I gathered that about 10 more students were
confident in their mental health knowledge.
Friday:
On Friday we had our unit test. The students were supposed to go home and study the
Quizizz to try and get the best grade possible and it seems they did. We had a review
and just about every student was on fire. They were firing off answers like crazy.
Every student but one passed the test, and that totals out to 31 out of 32 students
confident in their knowledge on mental health.