Common Core Lesson Planning Template



Content Area: Health EducationUnit: #5 –Nutrition & FitnessK – 6/6wksFitness / PlayParts of ExerciseSafe Exercise1st – 6/6 wksFitness / PlayParts of ExerciseSafe Exercise2nd – 6/6 wksHeart FitnessExercise for HealthFitnessGram Results3rd – 6/6 wksObesityFitness4th – 6/6 wksObesityFitness Plan / Goal SettingTypes of Exercise5th – 6/6 wksFitness Plan / Goal SettingParts of ExerciseTypes of ExerciseAerobic ExerciseStandard(s): HEK.1 – comprehend concepts related to health promotion and disease prevention to enhance healthHEK.2 – analyze the influence of family, peers, culture, media, technology, and other factors on health behaviorsHEK.8 – demonstrate the ability to advocate for personal, family, and community healthELACCKSL3 – ask & answer questions in order to seek help, get information, or clarify something that is not understoodStandard(s): HE1.1 – comprehend concepts related to health promotion and disease prevention to enhance healthHE1.2 – analyze the influence of family, peers, culture, media, technology, and other factors on health behaviorsHE1.5 – demonstrate the ability to use decision-making skills to enhance healthHE1.6 – demonstrate the ability to use goal-setting skills to enhance healthHE1.7 – demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risksELACC1SL3 - ask & answer questions about what a speaker says in order to gather additional information or clarify something that is not understoodStandard(s): HE2.1 – comprehend concepts related to health promotion and disease prevention to enhance healthHE2.2 – analyze the influence of family, peers, culture, media, technology, and other factors on health behaviorsHE2.3 – demonstrate the ability to access valid information and products and services to enhance healthHE2.6 – demonstrate the ability to use goal-setting skills to enhance healthHE2.7 – demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risksELACC2SL3 - ask & answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issueStandard(s): HE3.2 – students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviorsHE3.6 – students will demonstrate the ability to use goal-setting skills to enhance healthHE3.7 – students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risksELACC3SL3 – ask & answer questions about information from a speaker, offering appropriate elaboration and detailStandard(s): HE4.1 - students will comprehend concepts related to health promotion and disease prevention to enhance healthHE4.2 – students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviorsHE4.3 - students will demonstrate the ability to access valid information and products and services to enhance healthHE4.6 – students will demonstrate the ability to use goal-setting skills to enhance healthHE4.8 – students will demonstrate the ability to advocate for personal, family, and community healthELACC4SL3 – identify the reasons & evidence a speaker provides to support particular pointsStandard(s): HE5.1 – students will comprehend concepts related to health promotion and disease prevention to enhance healthHE5.3 – students will demonstrate the ability to access valid information and products and services to enhanceHE5.5 – students will demonstrate the ability to use decision-making skills to enhance healthHE5.6 – students will demonstrate the ability to use goal-setting skills to enhance healthELACC5SL3 – summarize the points a speaker makes & explain how each claim is supported by reasons & evidenceElement(s):HEK.1a - name healthy behaviorsHEK.1b – identify that physical health is one dimension of health and wellnessHEK.2a – explain how family influences personal health practicesHEK.2b – identify what the school can do to support personal health practicesHEK.2c – state how the media influences behaviorsHEK.8a – seek assistance to promote personal healthHEK.8b – encourage peers to make positive health choicesElement(s):HE1.1a - tell how healthy behaviors impact personal health and wellnessHE1.1b – describe ways to prevent communicable diseasesHE1.2a – identify how family influences personal health practicesHE1.2b - identify what the school can do to support personal health practicesHE1.5a - list health-related situationsHE1.5b – identify people who can help solve problems and make decisionsHE1.6a – identify actions needed to achieve a short term personal health goalHE1.6b – identify who can assist you in achieving health goals outside your familyHE1.7a - practice health behaviors to maintain personal health and wellnessHE1.7b - model behaviors that reduce health risksElement(s):HE2.1a – recognize that there are multiple dimensions of healthHE2.1b – describe ways to prevent the spread of communicable diseasesHE2.2a – discuss how the family influences personal health practices and behaviorsHE2.2b – describe how the media can impact health behaviorsHE2.3a – identify trusted adults and professionals who can help promote healthHE2.3b – identify ways to locate school and community health helpersHE2.6a – implement actions to achieve a short-term personal health goalHE2.6b – identify individuals who can assist in helping achieve a personal goalHE2.7a – demonstrate healthy practices and behaviors to maintain or improve personal healthHE2.7b – demonstrate behaviors that avoid or reduce health risksElement(s):HE3.2a – describe how the family influences personal health practicesHE3.2b – identify how peers can influence healthy and unhealthy behaviorsHE3.2c – identify consumer influencesHE3.6a – select a personal long-term health goal and determine actions needed to achieve the goalHE3.6b – recognize resources needed to achieve a personal health goalHE3.7a – practice healthy behaviorsHE3.7b – perform healthy practices that maintain or improve personal healthHE3.7c – demonstrate actions to avoid and reduce health risksElement(s):HE4.1a – recognize the relationship between health behavior and disease preventionHE4.1b – predict the short and long term effects of health choices on the multiple dimensions of healthHE4.1c – describe ways to promote a safe and healthy community environmentHE4.2a – identify the influence of culture on health practices and behaviorsHE4.2b – describe how the school and community can support personal health practices and behaviorsHE4.2c – describe how technology and the media can influence personal healthHE4.3a – recognize the characteristics of valid health information, products, and servicesHE4.3b – summarize the services that school, family, and community provide concerning personal healthHE4.6a – develop a personal health goal and identify ways to monitor its progressHE4.6b – discuss resources needed to help achieve a personal health goalHE4.8a – provide valid health information about a health issueHE4.8b – help others make positive choicesElement(s):HE5.1 a – describe the relationship between healthy behaviors and personal healthHE5.1 b – describe ways to prevent common injuries and health problemsHE5.1 c – describe when it is important to seek health careHE5.3a – identify characteristics of valid health information, products, and servicesHE5.3b – locate resources from home, school, and community that provide valid health informationHE5.5a – identify health-related situations that might require a thoughtful decisionHE5.5b – analyze when assistance is needed in making a health-related decisionHE5.5c – list healthy options to a health-related issue or problemHE5.5d – predict the potential outcomes of each option when making a health-related decisionHE5.5e – choose a healthy option when making a decisionHE5.5f – describe the outcomes of a health-related decisionHE5.6a – set a personal health goal and track progress toward its achievementHE5.6b – identify and utilize resources to assist in achieving a personal health goalEssential Question:How does exercise keep us healthy?Essential Question:How does exercise keep us healthy?Essential Question:How does exercise keep us healthy?Essential Question:What are healthy behaviors to assist with maintaining an ideal weight?Essential Question:What are healthy behaviors to assist with maintaining an ideal weight?Essential Question:What are healthy behaviors to assist with maintaining an ideal weight?K Student CAN:identify that a healthy person exercises, eats well, and goes to the doctorname physical activities family members can participate in together (e.g. raking leaves, walking, playing sports)discuss the purpose for school playground rules1st Student CAN:describe how a family member can model healthy behaviors (e.g. eating healthy foods, exercising on a regular basis)identify how celebrating family holidays can impact health practicesidentify how schools can participate in health events (e.g., Red Ribbon week)explain school safety rules for the classroom, cafeteria, and playgrounddescribe situations in which students much choose between healthy and risky behaviorsidentify what actions would be useful in achieving a short-term personal health goal (e.g. schedule for brushing teeth, checklist for eating healthy foods)identify actions that can keep students injury free while at recessact out different activities that will help your heart become stronger2nd Student CAN:describe the difference between behaviors that enhance your physical and mental healthdiscuss the importance of each family member in promoting healthy lifestylesexplain how television viewing can decrease an individual’s level of physical activityidentify people who can provide accurate information about safetyidentify adults and professionals who help to promote regular physical activityset a time limit on the amount of television programming and video games per weekidentify people in the school who can assist students in achieving their fitness goals3rd Student CAN:discuss the importance of each family member in promoting healthy lifestylesexplain how television viewing can decrease an individual’s level of physical activityidentify people in the school who can assist students in achieving their fitness goals4th Student CAN:identify risk factors and behaviors related to heart disease and heart-related conditions (e.g., high blood pressure, obesity, stress)describe the relationship between exercise and caloric intake on weight managementidentify threats to personal safety and how to avoid thempredict the outcome if more people watched less TV and engaged in a regular exercise programdiscuss health-related products that are available to promote a healthier individualanalyze the roles and responsibilities of health care professionals and other adults in promoting personal health and wellnesscreate a personal health goal related to the influence of rest, food choices, exercise, sleep, or recreation on a person’s well-being and determine how to monitor progressanalyze the benefits of being physically active5th Student CAN:describe how each person can impact the health and safety of others.research the advantages of life-long physical activities to reduce the obesity epidemicpredict the positive outcomes of a regular exercise plan and healthy nutritionmake a commitment to use the appropriate protective gear during physical activitydiscuss the consequences of spending too much time watching television or playing video gamesset a goal to walk at least 5,000 steps a day and log steps daily for 2 weeks to discuss positive results achievedVocabulary:exercise; stretch; flexible; stress; physical fitnessVocabulary:exercise; stretch; flexible; stress; physical fitnessVocabulary:exercise; stretch; flexible; stress; physical fitnessVocabulary:obesity, internal, body mass index (BMI), calories, processed food, nutrition, sedentary, diabetes, hypertension, cardiovascularVocabulary:obesity, internal, body mass index (BMI), calories, processed food, nutrition, sedentary, diabetes, hypertension, cardiovascularVocabulary:obesity, internal, body mass index (BMI), calories, processed food, nutrition, sedentary, diabetes, hypertension, cardiovascularHook – student PSAs re: ExerciseHook – student PSAs re: ExerciseHook – student PSAs re: ExerciseHook – student PSAs re: Obesity: Replacing Bad Behaviors with Good BehaviorsHook – student PSAs re: Obesity: Replacing Bad Behaviors with Good BehaviorsHook – student PSAs re: Obesity: Replacing Bad Behaviors with Good BehaviorsMini-Lesson WholeResource/Materials/Pg:Active BoardComputerExercise PSAs – students’Mini-Lesson WholeResource/Materials/Pg:Active BoardComputerExercise PSAs – students’Mini-Lesson WholeResource/Materials/Pg:Active BoardComputerExercise PSAs – students’Mini-Lesson WholeResource/Materials/Pg:Active BoardComputerFight Obesity PSAs – students’Mini-Lesson WholeResource/Materials/Pg:Active BoardComputerFight Obesity PSAs – students’Mini-Lesson WholeResource/Materials/Pg:Active BoardComputerFight Obesity PSAs – students’DifferentiationContent/Process/ProductAdv – identify unhealthy behavior(s) that contribute(s) to obesity, be able to explain how the unhealthy behavior(s) contribute(s) to obesity, and be able to identify healthy alternatives to the unhealthy behaviorInt – identify unhealthy behavior(s) that contribute(s) to obesity, be able to explain how the unhealthy behavior(s) contribute(s) to obesityBeg – identify unhealthy behavior(s) that contribute(s) to obesityDifferentiationContent/Process/ProductAdv – identify unhealthy behavior(s) that contribute(s) to obesity, be able to explain how the unhealthy behavior(s) contribute(s) to obesity, and be able to identify healthy alternatives to the unhealthy behaviorInt – identify unhealthy behavior(s) that contribute(s) to obesity, be able to explain how the unhealthy behavior(s) contribute(s) to obesityBeg – identify unhealthy behavior(s) that contribute(s) to obesityDifferentiationContent/Process/ProductAdv – identify unhealthy behavior(s) that contribute(s) to obesity, be able to explain how the unhealthy behavior(s) contribute(s) to obesity, and be able to identify healthy alternatives to the unhealthy behaviorInt – identify unhealthy behavior(s) that contribute(s) to obesity, be able to explain how the unhealthy behavior(s) contribute(s) to obesityBeg – identify unhealthy behavior(s) that contribute(s) to obesityDifferentiationContent/Process/ProductAdv – identify unhealthy behavior(s) that contribute(s) to obesity, be able to explain how the unhealthy behavior(s) contribute(s) to obesity, and be able to identify healthy alternatives to the unhealthy behaviorInt – identify unhealthy behavior(s) that contribute(s) to obesity, be able to explain how the unhealthy behavior(s) contribute(s) to obesityBeg – identify unhealthy behavior(s) that contribute(s) to obesityDifferentiationContent/Process/ProductAdv – identify unhealthy behavior(s) that contribute(s) to obesity, be able to explain how the unhealthy behavior(s) contribute(s) to obesity, and be able to identify healthy alternatives to the unhealthy behaviorInt – identify unhealthy behavior(s) that contribute(s) to obesity, be able to explain how the unhealthy behavior(s) contribute(s) to obesityBeg – identify unhealthy behavior(s) that contribute(s) to obesityDifferentiationContent/Process/ProductAdv – run 20 meters from end to end of gym, starting on the bell and stopping at the other end, for as many times as needed to reach Heart Healthy ZoneInt – run 20 meters from end to end of gym, starting on the bell and stopping at the other endBeg – run 20 meters from end to end of gymK Performance TaskShow the Talk About It page to help assess prior knowledge and build background information about different types of exercise.Ask students why they think exercise is important. Create a list of their suggestions on the board.Show the Exercise movie. Pause as needed throughout the movie to respond to questions and develop understanding.Revisit the discussion about the importance of exercise, adding to or revising students' prior suggestions that are on the board.Divide students into heterogeneous small groups or pairs. (Alternatively, you may wish to complete the activity as a whole group with very young students.) Ask each group to select one form of exercise from the Talk About It activity and create a public service announcement (PSA) for the rest of the class and/or other classes in the school. PSA's are typically 30 seconds; however, you may create a longer format for your students.Each group should write a script or create a plan to perform their PSA. Leave the list of reasons why exercise is important on the board for student reference. Groups may plan to act out their skit live or record it as a video clip or movie. Alternatively, students might create a PSA print advertisement or multi-media presentation.Provide the groups with time to create their presentations. Remind students that their focus should be on educating their peers about one form of exercise and explaining how it helps the body stay fit.Allow each group to present or perform for their peers.As an assessment, have students take the easy quiz or hard quiz. On the back or on a separate sheet of paper, ask students to write a journal entry reflecting on their personal exercise habits. After this unit of study, what good habits do they plan to begin? Encourage every student to select at least one attainable goal.1st Performance TaskShow the Talk About It page to help assess prior knowledge and build background information about different types of exercise.Ask students why they think exercise is important. Create a list of their suggestions on the board.Show the Exercise movie. Pause as needed throughout the movie to respond to questions and develop understanding.Revisit the discussion about the importance of exercise, adding to or revising students' prior suggestions that are on the board.Divide students into heterogeneous small groups or pairs. (Alternatively, you may wish to complete the activity as a whole group with very young students.) Ask each group to select one form of exercise from the Talk About It activity and create a public service announcement (PSA) for the rest of the class and/or other classes in the school. PSA's are typically 30 seconds; however, you may create a longer format for your students.Each group should write a script or create a plan to perform their PSA. Leave the list of reasons why exercise is important on the board for student reference. Groups may plan to act out their skit live or record it as a video clip or movie. Alternatively, students might create a PSA print advertisement or multi-media presentation.Provide the groups with time to create their presentations. Remind students that their focus should be on educating their peers about one form of exercise and explaining how it helps the body stay fit.Allow each group to present or perform for their peers.As an assessment, have students take the easy quiz or hard quiz. On the back or on a separate sheet of paper, ask students to write a journal entry reflecting on their personal exercise habits. After this unit of study, what good habits do they plan to begin? Encourage every student to select at least one attainable goal.2nd Performance TaskShow the Talk About It page to help assess prior knowledge and build background information about different types of exercise.Ask students why they think exercise is important. Create a list of their suggestions on the board.Show the Exercise movie. Pause as needed throughout the movie to respond to questions and develop understanding.Revisit the discussion about the importance of exercise, adding to or revising students' prior suggestions that are on the board.Divide students into heterogeneous small groups or pairs. (Alternatively, you may wish to complete the activity as a whole group with very young students.) Ask each group to select one form of exercise from the Talk About It activity and create a public service announcement (PSA) for the rest of the class and/or other classes in the school. PSA's are typically 30 seconds; however, you may create a longer format for your students.Each group should write a script or create a plan to perform their PSA. Leave the list of reasons why exercise is important on the board for student reference. Groups may plan to act out their skit live or record it as a video clip or movie. Alternatively, students might create a PSA print advertisement or multi-media presentation.Provide the groups with time to create their presentations. Remind students that their focus should be on educating their peers about one form of exercise and explaining how it helps the body stay fit.Allow each group to present or perform for their peers.As an assessment, have students take the easy quiz or hard quiz. On the back or on a separate sheet of paper, ask students to write a journal entry reflecting on their personal exercise habits. After this unit of study, what good habits do they plan to begin? Encourage every student to select at least one attainable goal.3rd Performance TaskOn the FYI page, click on the Graphs, Stats, and Numbers icon (above the words 'Did You Know?'). Use these facts to get students thinking about the seriousness of the obesity epidemic in the United States.Assess prior knowledge and build background information through a whole-class discussion. Ask students what factors they think contribute to the obesity problem in our country. Have a student volunteer record ideas on the board.Read and discuss the Real Life and Did You Know features (also on the FYI page), which explain the problems with portion size and sugary drinks. If students have not already suggested these factors, add them to the list.Show the Obesity movie. Pause as needed throughout the movie to respond to questions and develop understanding.Revisit the discussion about obesity's contributing factors, adding to or revising students' prior suggestions that are on the board.Divide students into heterogeneous small groups or pairs. Ask each group to select one unhealthy lifestyle or diet factor from the list on the board and create a public service announcement (PSA) for the rest of the class and/or other classes in the school. PSA's are typically 30 seconds; however, you may create a longer format for your students.Each group should write a script to be performed live as a skit or recorded as a video clip or movie. Alternatively, students might create a PSA print advertisement or multi-media presentation.Provide the groups with time to research their topics and create their presentations. Remind students that their focus should be on educating their peers about the dangers of one unhealthy habit and suggesting better alternatives.Allow each group to present or perform for their peers.As an assessment, have students take the Obesity quiz. On the back or on a separate sheet of paper, ask students to write a journal entry reflecting on their eating and exercise habits. Do they have any habits that are known to contribute to obesity? After this unit of study, what good habits do they plan to begin as a replacement for the unhealthy behaviors? Encourage every student to select at least one attainable goal.4th Performance TaskOn the FYI page, click on the Graphs, Stats, and Numbers icon (above the words 'Did You Know?'). Use these facts to get students thinking about the seriousness of the obesity epidemic in the United States.Assess prior knowledge and build background information through a whole-class discussion. Ask students what factors they think contribute to the obesity problem in our country. Have a student volunteer record ideas on the board.Read and discuss the Real Life and Did You Know features (also on the FYI page), which explain the problems with portion size and sugary drinks. If students have not already suggested these factors, add them to the list.Show the Obesity movie. Pause as needed throughout the movie to respond to questions and develop understanding.Revisit the discussion about obesity's contributing factors, adding to or revising students' prior suggestions that are on the board.Divide students into heterogeneous small groups or pairs. Ask each group to select one unhealthy lifestyle or diet factor from the list on the board and create a public service announcement (PSA) for the rest of the class and/or other classes in the school. PSA's are typically 30 seconds; however, you may create a longer format for your students.Each group should write a script to be performed live as a skit or recorded as a video clip or movie. Alternatively, students might create a PSA print advertisement or multi-media presentation.Provide the groups with time to research their topics and create their presentations. Remind students that their focus should be on educating their peers about the dangers of one unhealthy habit and suggesting better alternatives.Allow each group to present or perform for their peers.As an assessment, have students take the Obesity quiz. On the back or on a separate sheet of paper, ask students to write a journal entry reflecting on their eating and exercise habits. Do they have any habits that are known to contribute to obesity? After this unit of study, what good habits do they plan to begin as a replacement for the unhealthy behaviors? Encourage every student to select at least one attainable goal.5th Performance TaskFitnessGram Pacer TestClosing-Review-FeedbkWhat activities & why?Closing-Review-FeedbkWhat activities & why?Closing-Review-FeedbkWhat activities & why?Closing-Review-FeedbkWhat activities & why?Closing-Review-FeedbkWhat activities & why?Closing-Review-FeedbkWhat activities & why?Assessment: FormativeDescription: Create a Public Service Announcement About Exercise!Assessment: FormativeDescription: Create a Public Service Announcement About Exercise!Assessment: FormativeDescription: Create a Public Service Announcement About Exercise!Assessment: FormativeDescription: Create a PSA to Fight ObesityAssessment: FormativeDescription: Create a PSA to Fight ObesityAssessment: SummativeDescription: FitnessGram Pacer TestHomework: share & discuss your exercise PSA with your familyHomework: share & discuss your exercise PSA with your familyHomework: share & discuss your exercise PSA with your familyHomework: share & discuss your obesity PSA with your familyHomework: share & discuss your obesity PSA with your familyHomework: share & discuss your obesity PSA with your family ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download