Chapter 3

Teacher: Coach Hood

Unit/Session: Chapter 3 Health

Date of Instruction: April 8-11

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 relationships and their impact on my health.

• I can identify the importance of families and identify the types of families.

• I can communicate my thoughts and feelings in a positive way.

• I can manage stressful situations and resolve conflicts.

Success Criteria: 

• I know I have it when I can identify qualities of a good friend and explain the difference between positive and negative peer pressure.

• I know I have it when I can identify and explain the five different types of families.

• I know I have it when I can identify the different ways in which I can communicate with others and understand the difference between positive and negative stress.

• I know I have it when I can explain how stressful situations can be handled in a calm way.

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:

• Match the types of families to the descriptions of families written on the board.

• Nuclear family

• Couple family

• Single-parent family

• Extended family

• Blended family

DIRECT INSTRUCTION:

• Class discussion about the warm-up questions.  

•  Set up role playing exercises for each small group.

• Watch Video: Surviving 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:  

• Review do-now questions from previous lesson as a class.

• Complete chapter 3 outline.

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

• Small groups will role-play exercises about learning to say no to peer pressure that they created the previous class period.

• Class will complete 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: How can you say no to peer pressure?

Homework

Study for the end of chapter quiz.

Quiz:  Friday