Health Education Lesson Plan Format - Alyssa Hunter



Alyssa Hunter

Health Education Lesson Plan

Descriptive Information

Skill Emphasis (NHES): Advocacy

Grade Level: Middle School

Content Area of Health: Community and Environmental Health

Content Descriptor & Sub-Descriptor(s):

2 – Environmental Health and resource Conservation

2.1 environmental health risks

2.3 how to advocate for the protection of natural resources

Title of Lesson: Identifying Toxic Chemicals

PA Standard (Health & PE):

10.2.6.E. Analyze environmental factors that impact health.

o Indoor air quality (e.g., second-hand smoke, allergens)

o Chemicals, metals, gases (e.g., lead, radon, carbon monoxide)

o Radiation

o Natural disasters

Curricular Connections: Science

Adolescent Risk Behavior (if applicable): Unintentional and Intentional Injury

Behavioral Objective(s)

Cognitive: After the lesson, students will be able to recognize the difference between toxic chemicals and non-toxic chemicals and how to identify them.

Cognitive: After creating the “Identifying Toxic Chemicals” poster, students will be able to describe how chemicals can become toxic and how people can prevent those chemicals’ toxic effects from happening.

Affective: During the creation of their posters, students will value their concerns about the awareness of toxic chemicals and how to prevent their effects.

Skill-Based: During the learning activity, students will advocate for the importance of identifying toxic chemicals and proper ways to use certain chemicals through their posters.

Brief Outline of Today’s Lesson

1. Bell Ringer: “Identifying Harmful Substances”

2. Introduction to the Lesson

3. Content & Instructional Strategies

o What is a Chemical?

o What Makes a Chemical Toxic

o Identifying Toxic Chemicals

4. Out-of-Class Learning Activity: “Identifying Toxic Chemicals” Poster

5. Out-of-Class Learning Activity Assessment

o Description of the Assessment

o Content & Skills Criteria/Cues

o Analytical Rubric

6. Final Thoughts/Conclusion to the Lesson

7. Classroom Management & Materials

Expanded Outline of Today’s Lesson

1.Introduction to the Lesson (Set Induction):

How many of you think that your desk, your pencil, and your own body are all made up of the same thing? Well, believe it or not they are! All of those things I just mentioned are made up of chemicals. Anything that has mass, consists of matter, or any liquid, solid or gas is or is made up of chemicals. Some are good chemicals but some are bad, too, that cause harm to people, animals, and plants if too much is taken. These chemicals are known is toxic chemicals.

Break the class into their groups to begin the Bell Ringer.

2.Bell Ringer (Instant Activity):

There will be five desks in the back of the room with two similar looking substances on each of them. Each desk will be numbered 1-5 so students know which station to start at. On desk 1 will be the bag of fruit-flavored Tums and the bag of Sweet Tarts. On desk 2 will be the bag of Red Hots and the bag of Advil. On desk 3 will be the apple juice and the Pine Sol. On desk 4 will be the Gatorade and Lysol. On desk 5 will be the two pictures of mushrooms. Each item on every desk will be labeled either A or B.

In groups of 4-5, students will be given 30 seconds at each desk to decide which substance they think is the harmful one and which one is not. Each student will record his or her answers on a piece of paper, but the groups may work together if they choose to do so. Students will move to the next desk at the teacher’s signal when the 30 seconds are up. Once each group has gotten to each desk everyone will sit back down in their original seats.

3.Content & Instructional Strategies:

Content Outline:

I. What is a Chemical? (Know, Wonder, Learn/Lecture, Question & Answer)

a. Have students write down everything they know about chemicals

b. Have students write down and “wonders” or questions they have about chemicals.

c. A chemical is defined as a substance with a distinct molecular composition that is produced by or used in a chemical process.

d. It can also be defined as a drug, especially an illicit or addictive one.

e. Both naturally occurring and synthetic substances are chemical in nature.

f. People are exposed to chemicals by eating or swallowing them, breathing them, or absorbing them through the skin or mucosa, and they can protect themselves from harmful chemicals by blocking these routes of exposure.

g. What are some examples of chemicals? (Q&A)

i. Pure water (H2O)

ii. Table salt (NaCl)

iii. Glucose

iv. Nitrogen

h. What are some things that are made up of chemicals? (Q&A)

i. Food and drinks

ii. People

iii. Cars

iv. Drugs

v. Shampoo and soap

i. Some synthetic chemicals, like a pain reliever, can be good when taken in the correct amounts; however, even "good" chemicals like pain relievers can be toxic if a person takes too much.

i. Example: prescription medicine can make you feel better when you take the amount stated on the bottle, but can make you sick if you overdose.

j. Have students write down what they learned about chemicals.

II. What Makes a Chemical Toxic? (Lecture, Question & Answer, Whip Around, Pass)

a. Show students photos or examples of the following and ask them which ones they think are toxic: household chemicals, cleaning supplies; pesticides, fertilizers, bug sprays; pollution (air, water, soil, hazardous waste); alcohol, cigarettes; salt; metals (iron, lead, etc.); poisonous plants like poison ivy or oak; a snake or spider. Tell students that all of the things shown are examples of or contain toxic chemicals.

b. Poisonous chemicals produced naturally by living organisms (such as plants, animals, and fungi) are called toxins.

c. There are naturally occurring toxins (poisonous substances coming from living organisms) found in certain plants like poinsettias and even some wild mushrooms and berries.

d. Some plants make toxic chemicals or poisons as a natural defense against their predators (bugs or other animals). These poisons make them taste bad to animals or bugs that want to eat them and in some cases can make them sick or kill them.

e. Some animals and insects use poisons as a defense against other animals that threaten them. Some of these toxic chemicals in nature can cause humans to become sick, too.

f. Some chemicals can be more toxic than others.

i. Example: Eating an entire bag of candy can make you sick, but eating a handful of mothballs can kill you.

g. The toxic substances contained in most everyday household products are synthetic which means they are man-made.

h. What are some examples of man-made toxic chemicals? (Q&A)

i. Drain cleaners

ii. Oven cleaners

iii. Laundry detergent

iv. Floor or furniture polish

v. Paints

vi. Pesticides

i. Toxicants can harm an organism only if they are absorbed by the organism and reach the organs that are the target of their toxicity. This can happen by what three methods of absorption into the body? (Q&A)

i. Ingestion

ii. Inhalation

iii. Absorption through the skin

j. In humans and other animals, toxicants usually affect one or more target organs such as the lungs, skin, or gastrointestinal tract.

k. Have students pass around a small ball, snaking around the seats so each students get the ball once, having them each giving different examples of toxic chemicals.

i. Note: students are able to pass if they cannot think of a toxic chemical not stated.

III. Identifying Toxic Chemicals (Lecture, Question & Answer)

a. The science of toxicology informs people of the nature of poisons.

b. A toxicologist is a scientist who is trained to study the harmful effects of chemicals on living organisms

c. These harmful effects can include death, but not all toxicants are lethal.

d. Many products contain chemicals that are bad for health, bad for the environment, deadly if ingested, flammable, corrosive, deadly to pets, and harsh on surfaces.

e. What are different ways to find out if a chemical is toxic or has toxic effects? (Q&A)

i. Research (internet)

ii. Labels

iii. Warning signs/symbols/words

f. Show students a picture of Mr. Yuk, the skull and cross bones symbol and flammable, corrosive and explosive symbols.

g. Show students some of the following words and have them read them aloud: Caution, Warning, Poison, Toxic, and Danger.

h. If you can find household product labels with these symbols on them, show them to the class as examples.

4. Out-of-Class Learning Activity: “Identifying Toxic Chemicals” Poster

• Independently, students will find four different types of chemicals that are found in their homes.

• Each student will create a poster that must include the following:

o Four different household chemicals

o Description of the chemical, purpose of the chemical, and how it is used

o How each chemical can become toxic

o How people can prevent each chemical’s toxic effects

o Correct and incorrect ways to use each chemical

o Warning signs for each chemical

o Creativity and uniqueness; pictures and/or labels of each chemical

• Each poster will be scored using the Analytical Rubric found in the assessment section. It will be scored on Content criteria, the Skill cues of Advocacy, and Additional Criteria/Characteristics.

5. Out-of-Class Learning Activity Assessment-Description & Criteria

• An Analytical Rubric will be used to grade the out-of-class learning activity, “Indentifying Toxic Chemicals” poster on content (Core Concepts), health skills (Advocacy), and other specific criteria.

• Students must include content specific to their chosen chemicals and it must be accurate, comprehensive, show relationships between concepts, and draw conclusions. The CC criteria on the analytical rubric below will be used to assess the content portion of the activity.

In addition, students must advocate toxicity prevention and warning signs for their chosen chemicals and the importance of knowing what chemicals are and the proper ways to use them. They should use the advocacy skill cues of: taking a clear, health-enhancing stand/position on using chemicals properly, support their chemicals’ facts with relevant information, have awareness of their audience (their classmates), encourage others to make healthful choices, and their poster shows passion and conviction regarding the prevention of the toxic effects of chemicals. The advocacy criteria and analytical rubric will be used to assess the skill portion of the activity.

Additional criteria are characteristics of the activity that are not content or skill-related. This criterion includes: the poster should include four different household chemicals; it should provide a description of each chemical, the purpose of each chemical, and how each chemical is used; it should include how each chemical can become toxic, how people can prevent each chemicals toxic effects, and the correct and incorrect ways to use each chemical; there should be creativity and uniqueness, along with pictures and/or labels of each chemical.

• Score the “Identifying Toxic Chemicals” poster using the following core concepts criteria, skill cues, additional criteria, and Analytical Rubric.

o Core Concepts

▪ Content for each chemical shows:

• Accuracy

• Comprehensiveness

• Relationships among concepts

• Conclusions drawn

o Skill: Advocacy

• Takes a clear, health-enhancing stand/position

• Supports the position with relevant information

• Shows awareness of audience

• Encourages others to make healthful choices

• Demonstrates passion/conviction

o Additional Criteria

• Four different household chemicals

• Description of the chemical, purpose of the chemical, and how it is used

• How each chemical can become toxic

• How people can prevent each chemical’s toxic effects

• Correct and incorrect ways to use each chemical

• Warning signs for each chemical

• Creativity and uniqueness; pictures and/or labels of each chemical

Analytical Rubric for the out-of-class learning activity “Identifying Toxic Chemicals” Poster

6. Final Thoughts/Conclusion to the Lesson

• Checking for Understanding (verbal or written):

o What are at least five chemicals or things that produce chemicals?

o How are these chemicals toxic or how might they become toxic?

o What are some ways to know if something is toxic or produces toxins?

• “During our lesson today we learned what a chemical is, what a toxic chemical is, and how to identify toxic chemicals. It is important to know the correct ways to use and handle different substances so we do not harm ourselves or someone else.”

7. Classroom Management & Materials

□ Classroom Materials

o Handouts/Worksheets: “Identifying Toxic Chemicals” Poster (Learning Activity Directions), Analytical Rubric, and Grading Assessment Form

o Other Materials: Mr. Yuck Stickers; examples of warning signs and symbols and product labels; pictures of toxic chemicals or things that produce toxic chemicals such as frogs, spiders, plants, cleaning products, cigarettes, alcohol, automobile exhaust, incinerators, factories, etc.; a Ziploc bag containing three fruit-flavored Tums; a Ziploc bag containing three Sweet Tarts; a Ziploc bag containing three Red Hots; a Ziploc bag containing three Advil; a clear bottle containing yellow Pine Sol; a clear bottle containing apple juice; a clear bottle containing Glacier Freeze Gatorade; a clear bottle containing blue Lysol; a picture of an edible mushroom (one you would get from the grocery store); and a picture of a poisonous mushroom

□ Classroom Management

o For Bell Ringer: five desks in the back of the room with materials on them; students walking to each desk on signal with group

o For Content Delivery: traditional seating or teacher assigned seating

Content References

CCSSO-SCASS Health Education Assessment Project (2006). Assessment Tools for School Health Education, ToucanEd Inc., Santa Cruz, CA.

Environmental Protection Agency (2012, May 9). What is a toxic substance? Retrieved from

National Institutes of Environmental Health Sciences, National Institutes of Health (2000). Chemicals, chemicals everywhere. Retrieved from

Spinney, A. (2008, December 4). How to identify toxic household chemicals. Retrieved from

Activity Reference(s)

Idaho Department of Health and Welfare (2011). Environmental health education. Retrieved from

Hunter, A. (2012, October 3). Identifying Toxic Chemicals Poster.

Appendices

Handouts for Students

Handout #1

Out-of-Class Learning Activity: “Identifying Toxic Chemicals” Poster

(Skill to be practiced: Advocacy)

• Independently, you will find four different types of chemicals that are found in your home.

• You will create a poster that must include the following:

o Four different household chemicals

o Description of the chemical, purpose of the chemical, and how it is used

o How each chemical can become toxic

o How people can prevent each chemical’s toxic effects

o Correct and incorrect ways to use each chemical

o Warning signs for each chemical

o Creativity and uniqueness; pictures and/or labels of each chemical

• Your poster will be scored using the Analytical Rubric found in the assessment section. It will be scored on Content criteria, the Skill cues of Advocacy, and Additional Criteria/Characteristics.

Grading Assessment for “Identifying Toxic Chemicals” Poster

• Score the “Identifying Toxic Chemicals” poster using the following core concepts criteria, skill cues, additional criteria, and Analytical Rubric.

o Core Concepts

▪ Content for each chemical shows:

• Accuracy

• Comprehensiveness

• Relationships among concepts

• Conclusions drawn

o Skill: Advocacy

• Takes a clear, health-enhancing stand/position

• Supports the position with relevant information

• Shows awareness of audience

• Encourages others to make healthful choices

• Demonstrates passion/conviction

o Additional Criteria

• Four different household chemicals

• Description of the chemical, purpose of the chemical, and how it is used

• How each chemical can become toxic

• How people can prevent each chemical’s toxic effects

• Correct and incorrect ways to use each chemical

• Warning signs for each chemical

• Creativity and uniqueness; pictures and/or labels of each chemical

“Identifying Toxic Chemicals”

Grading Assessment Form

____/4 points Content (Core Concepts)-Accuracy & Comprehensiveness

____/4 points Advocacy (Skill)

____/4 points Four Household Items

____/4 points Description of Each Chemical

____/4 points Chemical’s Toxicity

____/4 points Toxicity Prevention

____/4 points Ways to Use Chemicals

____/4 points Recognizing Toxic Chemicals

____/4 points Creativity & Uniqueness

____/4 points Checking for Understanding

____/40 points Total Points

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