Chapter 1 Health

Teacher: Coach Hood

Unit/Session: Chapter 1 Health 

Date of Instruction:  March 11-15

Standard/s: 

• 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.

Learning Target/ Teaching Point: 

 I can identify the three sides of the health triangle and their impact on my overall health.

Success Criteria: 

• I know I have it when I can identify the three sides to the health triangle.

• I know I have it when I can describe the importance of each of the three sides to the health triangle.

• I know I have it when I can demonstrate examples of each of the three sides to the health triangle.

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:

Ask students to answer the following questions on a sheet of paper:

• How do I know if I’m healthy?

• What do I need to do to be healthy?

• What level of health should I aim for?

Personal Inventory worksheet:  How healthy are you?

Timeline of today’s activities.

DIRECT INSTRUCTION:

As a class, we will read different scenarios provided by the textbook and discuss what each student lacks/excels at as related to the three sides of the health triangle. Students will then create a diagram of the health triangle to lead into their independent practice.

• Class discussion about the personal inventory worksheet.  

• Complete as a class the health triangle diagram.

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:  

• Begin Chapter 1 outline

• As a class, answer the first two questions for the chapter 1 outline.

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

Students will create a diagram of the health triangle and will be given a list of different elements.  They will write each element in the proper area of the health triangle.

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 : 

As class is ready to dismiss, ask students to say what area of the health triangle each element asked by the teacher belongs in.

Homework

Study for the end of chapter 1 quiz