Chapter 2 Health

Teacher: Coach Hood

Unit/Session: Chapter 2 Health 

Date of Instruction: January 18-19

Standard/s: 

• HE6.1/7.1 Students will comprehend concepts related to health promotion and disease prevention to enhance health.

• HE6.2/7.2 Students will analyze the influence of family and peers, culture, media, technology, and other factors on health behaviors.

• HE6.3/7.3 Students will demonstrate the ability to access valid information and products and services to enhance health.

• HE6.5/7.5 Students will demonstrate the ability to use decision-making skills to enhance health.

• HE 6.6/7.6 Students will demonstrate the ability to use goal-setting skills to enhance health.

• HE6.7/7.7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

• HE6.8/7.8 Students will demonstrate the ability to advocate for personal, family, and community health.

Learning Target/ Teaching Point: 

 I can identify the importance of practicing good hygiene.

Success Criteria: 

• I know I have it when I can identify the parts of the body (teeth, skin, hair, eyes, and ears) and ways to care for them.

• I know I have it when I can describe the importance of taking care of my hygiene and its importance to my overall wellness.

• I know I have it when I can demonstrate how to take care of the different parts of my body..

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10

INTRODUCTION/CONNECTION:

• Answer the following questions:

• How do you feel about the way your teeth, skin, and hair look?

• How are your sight and hearing?

• What would you like to know about buying personal products?

• What questions would you ask your doctor about your health?

DIRECT INSTRUCTION:

• Class discussion about the warm-up questions.  

• Review scenario from text book:  Protecting yourself from the sun.

• Watch Video: Being yourself

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10

GUIDED PRACTICE:  

• Use the textbook to look up answers to Do-now  questions.

• Go over Do-now questions as a class.

• Start on chapter 2 outline.

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

• Class will answer daily do-now questions.

• Class will create the step by step decision making process from scenario: Protecting yourself from the sun.  

• Class will begin working on chapter 2 outline.

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING:

Formative Assessment : 

Ticket out the door: How can you improve your hygiene?

Homework

Study for the end of chapter quiz over.