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:

• Answer the following questions:

• How important are friends to you?

• How well do you communicate with others?

• Do you make new friends easily?

• Have you ever found it difficult to get along with someone?

• What would you like to change about the way you communicate?

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.  

• Review life skills: Learning to say no! situations from textbook  

• Watch Video: Family Matters

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 questions.

• Go over questions as a class.

• Start on chapter 3 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 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