Lesson Planning Document for HPE 448

1. Understanding
The Health Lesson
Plan Format

2. Agenda
Introductions
Why plan?
Quotes
Lesson plan by the numbers

3. Why lesson plan?
Liability
Administration
Keep objectives and goals clear
Keep aligned with standards
Stay aligned with curriculum and pacing guide
Develop well run, developmentally
appropriate classes in which students are
actively participating and learning

4. “The Five P Principle”
Perfect
Planning
Prevents
Poor
Performance

5. “He who every morning plans the
transactions of the day and follows out
that plan carries a thread that will guide
him through the maze of the most busy
life. But where no plan is laid, where the
disposal of time is surrendered merely to
the chance of incidence, chaos will
soon reign.”
Victor Hugo

6. “In preparing for battle I have
always found that plans are
useless, but planning is
indispensable.”
Dwight D. Eisenhower

7. 1. Heading
Theme of Instruction: Social Support,
Peer Relationships, FED, MEALS
Grade/Developmental Level: 8th
Grade
# of Students: 25

8. 2. Enduring
Understanding/Big
IdeaTeaching With the End in Mind-
By the end of the lesson what do you want
students to be able to do?
Social support serves as a protective factor
against death.
There is a connection between your social
health and your physical, mental/emotional
health.

9. 3. Lesson Objectives
Cognitive-
Standard # Benchmark/Source:______
Affective-
Standard # Benchmark/Source:______
Interdisciplinary-
Standard # Benchmark/Source:______

10. Tips for Writing
Objectives
Objectives should specify four main things:
Audience - Who? Who is this aimed at?
Behavior - What? What do you expect them to be able to do? This should
be an overt, observable behavior, even if the actual behavior is covert or
mental in nature. If you can't see it, hear it, touch it, taste it, or smell it, you
can't be sure your audience really learned it.
Condition - How? Under what circumstances will the learning occur? What
will the student be given or already be expected to know to accomplish the
learning?
Degree - How much? Must a specific set of criteria be met? Do you want
total mastery (100%), do you want them to respond correctly 80% of the
time, etc. A common (and totally non-scientific) setting is 80% of the time.
http://www.personal.psu.edu/bxb11/Objectives/index.htm

11. Psychomotor-
well written objective
Given a standard balance beam raised to a standard
height, the student (attired in standard balance beam
usage attire) will be able to walk the entire length of
the balance beam (from one end to the other)
steadily, without falling off, and within a six second
time span.
Audience- green
Behavior- red
Condition- yellow
Degree- blue

12. 3. Lesson Objectives
Cognitive: Students will verbally recall the acronyms- FED and
MEALS when asked by the instructor. Given time for peer
collaboration and communication students will be able to
generate four benefits of friendship.
Standard # 2.8.3
Benchmark/Source: National Health Education Standards
Affective: Given social support studies and time for peer
collaboration students will create a big idea (similar to the idea
below) as a conclusion to their article reading and group
discussion in 8 words or less.
“Strong social relationships protect against many physical and
mental illnesses.”
Standard # 7.8.2
Benchmark/Source: National Health Education Standards

13. National Health Education
Standards
http://www.cdc.gov/HealthyYouth/SHER/stan
http://www.sde.ct.gov/sde/LIB/sde/PDF/deps

14. Objective Writing
Review
Objectives should have-
Action- What will be taking place?
Students will demonstrate
Condition- What will be attained?
Students will demonstrate proper grips
Criteria- How will success be measured?
Students will demonstrate 3 proper grips

15. 4. Needed Materials
What do you need
to accomplish your
objectives.
List all learning
materials.

16. Instant Activity
Activity students begin immediately
when they enter the room.
What will students be doing as they
arrive?
How will they be immediately engaged?

17. 5. Time and Transition
Include time and
transition plan for
every section from
instant activity on
Transitions are
where behavior
issues arise so plan
thoroughly in this
area

18. 6. Scaffolding
Building upon past lessons and tasks to
increase understanding.
Show developmentally appropriate
progression.
“Last week we talked the importance of
communication to resolve conflicts and handle
anger. Today we will continue talking about
the social dimension of health. We will take a
look at peer relationships and define healthy
relationships.”

19. 7. Introduction to
Lesson
A) State Objective-
What will be covered in this lesson?
B) Anticipatory Set-
Why are we doing this?
C) Focus Attention (Cueing) Step-
What are the critical elements for the topic or
skill?
D) CFU- Check for Understanding
What will you do to be sure students
understand the task? Usually verbal
questioning.

20. Introduction to
Lesson:
A)State Obj. (What) The importance of effective
peer relationships will have a lasting impact on
students’ overall wellness.
B)Anticipatory Set (Why) Strong social relationships
provide protective mechanisms against many
physical and mental illnesses.
C)Focus Attention (Cueing) Step – Focus, Respect,
Responsibility, Cooperation, FED, MEALS
D)CFU “Does everyone understand what we are
doing today? Could someone please paraphrase
the task?”

21. 8. & 9. Tasks and
Learning Activities
What will take place to lead students
towards your objectives.
Should have multiple tasks or learning
activities to keep students’ focused and
motivated.

22. 8. & 9. Tasks and
Learning Activities
Jigsaw partner pair up. Have students organize
themselves into groups based on their study number.
Point to areas of the classroom where students will
join others who had the same study. The studies are
numbered 1-6 on the top of the page. “When you get
to your location and meet up with people who have
the same study as you I want you to come up with a
succinct summary of your study that you will share
with the class. Keep these questions in mind while
blending your summaries-
Where did the study take place?
Who were the subjects in the study?
What was the outcome of the study?”

23. 10. Cues
Specific to task/learning activity.
General to Standard Operating Procedures in your
class.
Mostly behavior focused.
Can be General:
Work Together, Summarize your study
Or Specific to Learning Outcomes:
Where did the study take place?
Who were the subjects in the study?
What was the outcome of the study?”

24. 10a. Differentiation
What can be done to challenge all
learners?
What changes can you make to help
lower level students succeed at this
task?

25. Closing
Activity/Culminating
Experience:
What needs to be reflected upon,
summarized, or discussed to help reinforce
the lesson’s objectives?
Could be a review, activity or task.

26. Closing Activity:
Exit Slip- “I am bringing you a blank piece of scrap
paper. Don’t be concerned with the underside it is
just scrap paper that I am reusing. On the paper
write your name and the period. Then answer the
following question- How can you use the acronyms
FED and MEALS to be a better friend? Think of a
good friend. What qualities do they have that you
admire?” Write the questions on the board or include
in the PowerPoint. Collect the paper as students
leave the classroom.

27. 12. Review Questions
(Not necessarily
verbal) for Students:
Assessment
Opportunity .a) What is the importance of social support?
b) How can social support help you in your
lives?
c) What are things you do for your friends to
increase their social support?
d) How can you use the acronyms FED and
MEALS to be a better friend or family
member?
e) What qualities would you want in a friend?

28. 13. Teacher Reflection
To be completed after the lesson takes
place.
a) How did it go?
b) What worked well?
c) What didn’t work so well?
d) What changes will I make for next
time?

29. What are some ways to
motivate students?
What are ways we keep
our students motivated
to learn in health?

30. 1. Explain- Rigor and Relevance
2. Reward- Extrinsic motivators
 Can extrinsic condition intrinsic?
3. Care
4. Encourage active participation
5. Teach Inductively- encourage students to draw their
own conclusions
6. Satisfy Students Needs- Developmentally
appropriate- change tasks… basic needs
7. Make Learning Visual- pictures and multimedia
8. Use Positive Emotions
9. Energy Sells!