Chapter 15 Health (6th and 7th)

Teacher: Coach Hood

Unit/Session: Chapter 15 Health 

Date of Instruction:  December 9-13

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: 

• How can I promote healthy relationships with my family, friends, and dating partners?

Success Criteria: 

• I can discuss the importance of relationships for physical, emotional, and social health.

• I can identify characteristics that can help me build and maintain healthy relationships with others and enhance my own health.

• I can demonstrate techniques to communicate clearly and effectively, both verbally and nonverbally, with others.

• I can describe the purpose of peer mediation.

• I can analyze the functions of the family.

• I can explain the role of community in supporting families.

• I can identify strategies to promote healthy relationships with parents or guardians and siblings.

• I can describe various changes that occur within families and ways to adjust them.

• I can distinguish between different types of friendships.

• I can explain how to promote tolerance and celebrate diversity in relationships.

• I can devise a plan to use strategies for building and maintaining healthy friendships.

• I can evaluate common issues in friendships.

• I can differentiate between positive and negative types of peer pressure.

• I can describe the characteristics of a healthy dating relationship.

• I can identify strategies to set boundaries for intimacy before and during a dating relationship.

• I can follow strategies for forming a healthy dating relationship.

• I can describe healthy ways to handle the end of a dating relationship.

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:

• Do you have a social support system of people that you can count on?

• Are you a patient and attentive listener?

• Can you clearly express to someone your wants, needs, opinions, and feelings?

• Are you able to prevent or resolve conflicts with family members?

• Do you and your friends avoid excluding other people from your friend group?

• Do you avoid interrupting, judging, or criticizing others when they are talking?

• Do you try not to rely too much on virtual interactions with your friends, choosing face to face interactions instead?

• Do you know the difference between casual dating and group dating?

• Are your relationships with others based on characteristics of honesty, trust, mutual respect, care, and commitment?

Think of a time when you had to deal with peer pressure.  How did you handle the situation?

DIRECT INSTRUCTION:

• Class discussion about the warm-up questions.  

• Building Your Skills:  Practicing Assertive Communication

• Review scenarios from book

• Compare contract Healthy/Unhealthy family situations 

• Peer pressure scenarios

• Watch Video: Family Matters

• Watch video over peer pressure

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 the chapter 15 questions.

• Go over questions as a class.

• Start on chapter 15 outline.

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

.

• Small groups will create a role-play exercise about learning to say no to peer pressure.  

• Class will begin working on chapter 15 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 say no to peer pressure?

Homework