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Chapter 15 (8th Grade)

What
Chapter 15 (8th Grade)
When
3/17/2025

NMS Daily Lesson Plan for Instruction

(Health)


Teacher: Coach Hood

Unit/Session: Chapter 15 Health 

Date of Instruction:  March 17-March 25

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 stand up to bullying and cyberbullying.

  • I can take steps to create a culture free from sexual harassment and sexual assault.

  • I can explain why it is important to break the cycle of abuse.

  • I can help reduce other other types of violence in my community.


Success Criteria: 


  • I know I have it when I can define violent behaviors.

  • I know I have it when I can analyze the factors that contribute to violent behaviors.

  • I know I have it when I can explain how bullying affects the health of people and their community.

  • I know I have it when I can describe ways to respond to bullying and be an upstander and ally.

  • I know I have it when I can give examples of cyberbullying.

  • I know I have it when I can list the steps for responding to cyberbullying.

  • I know I have it when I can assess the strategies for preventing bullying and cyberbullying.

  • I know I have it when I can explain the meaning of affirmative consent.

  • I know I have it when I can describe the types of sexual harassment.

  • I know I have it when I can summarize ways to respond to sexual harassment.

  • I know I have it when I can recognize types of sexual assault.

  • I know I have it when I can identify ways to prevent and respond to sexual assault.

  • I know I have it when I can analyze the steps in the cycle of abuse.

  • I know I have it when I can identify the forms of abuse.

  • I know I have it when I can describe intimate partner violence.

  • I know I have it when I can assess the consequences of child abuse and neglect.

  • I know I have it when I can explain sibling abuse.

  • I know I have it when I can discuss the meaning of elder abuse.

  • I know I have it when I can take steps to prevent and respond to abuse.

  • I know I have it when I can analyze ways to prevent and respond to school violence.

  • I know I have it when I can assess the consequences of gang involvement.

  • I know I have it when I can describe human trafficking and ways to prevent it from happening.

  • I know I have it when I can explain how hate crimes impact a community.

  • I know I have it when I can discuss the lasting consequences of homicide.

  • I know I have it when I can recognize ways to stop terrorism.



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:

    • If someone is intimidating or spreading rumors about me, I assertively tell the person to stop.

    • I report any cyberbullying I see online.

    • I focus on building my own self-esteem and strengths instead of putting down others.

    • I know when affirmative consent has or has not been given.

    • When people catcall or make sexist jokes, I tell them to stop.

    • I know where I’d get help if I or a friend experienced sexual assault.

    • I don’t make excuses for violent behavior.

    • I know how to report abuse so a person can get help.

    • I don’t try to change people who show abusive behavior.

    • I follow school rules and policies.

    • If I meet someone I don’t know well, I meet them in a public place where others are present.


DIRECT INSTRUCTION:


  • Review the introductory questions as a class.

  • Students will complete the Chapter 15 questions on Google Class using the textbook to answer the questions.

  • Describe the myths vs. facts of mutual consent.

  • Watch videos:  Making a Difference and Playing it Safe.

  • Read article:  Human Trafficking and Modern-Day Slavery



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:  


  • Start on chapter 15 summary. 

    • Partners/review as class


INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:


  • Class will begin working on chapter 15 summary.

  • Review the case study:  Rumors, a harmless story on page 520 in the textbook.

  • Review the local and global health issue:  Human trafficking, a worldwide issue on page 551 in the textbook

  • Complete questions after reading the article:  Human Trafficking and Modern-Day Slavery.


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: What are some things that I can do to make my community safer?



Homework


Study for the Health Final

Copy to Google Calendar  •  Download iCal Event