Chapters 3/4

Teacher: Coach Hood

Unit/Session: Chapter 3 Health 

Date of Instruction: November 5-8

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.

• HE6.4/7.4 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

• 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 positive aspects of good hygiene.

Success Criteria: 

• I can demonstrate ways to care for the skin.

• I can give examples of conditions that affect the skin and how to treat them.

• I can identify strategies to keep hair healthy and looking good.

• I can recognize common hair conditions and how to treat them.

• I can practice effective nail care.

• I can demonstrate ways to take care of the mouth and teeth.

• I can summarize common mouth and teeth conditions people may experience.

• I can identify ways to protect their eyes.

• I can list common vision conditions and how they can be treated.

• I can explain how people can protect their eyes.

• I can describe common hearing conditions.

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 healthy are you?

• Do you wear deodorant and regularly wash your face, body, and hair?

• Do you drink plenty of water to keep your skin hydrated?

• Do you wash your face twice daily to prevent acne?

• Do you follow the cleanliness guidelines for any piercings you may have?

• Do you use sunscreen every time you go out in the sun?

• Do you avoid listening to music at a high volume, especially when using headphones?

• Do you wear a mouthguard during activities that can result in broken teeth, such as football or wrestling?

• Do you floss after meals and brush your teeth at least twice a day?

• Do you keep your nails dry and clean and regularly trim your fingernails?

• Do you avoid exposure to very high levels of noise?

DIRECT INSTRUCTION:

• Class discussion about the warm-up questions.  

• Introduce graphic organizer.

• Skin care

• Hair care

• Nail care

• Mouth care

• Eye care

• Ear care

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:  

• Review google slides over Chapter 3.

• Start on chapter 3 outline.

• Video:  Taking Care of You

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

• Class will answer the chapter 3 questions.

• Class will fill in the graphic organizer:  Hygiene

• Class will begin working on chapter 3 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: Why is it important at my age to focus on good hygiene? 

Homework