Chapter 1 Health

Teacher: Coach Hood

Unit/Session: Chapter 1 Health 

Date of Instruction:  March 17-March 25

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 aspects of health and their impact on my overall health.

Success Criteria: 

• I know I have it when I can identify the aspects of health and wellness.

• I know I have it when I can describe how the aspects of health are related.

• I know I have it when I can explain how appropriate healthcare can promote personal health.

• I know I have it when I can identify factors that can increase or reduce my level of health and wellness.

• I know I have it when I can describe actions that I can take to help prevent genetically linked diseases and disorders.

• I know I have it when I can give examples of risk and protective factors within a person’s physical, social, and economic environments.

• I know I have it when I can evaluate how lifestyle choices I make now can affect my health and wellness in the future.

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.

• Video:  Decisions, Decisions

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 summary

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

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

• Students will complete Chapter 1 questions on Google Classroom.

• 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