Seesaw Assignment 4: Health Lesson Unit, Phase 1 - Health Education

As we get ready to build health-related lessons, we will explore the safety and health risks, particularly for students and the school environment. Our objectives include:

Discuss how to avoid health and safety risks and enhance health within an area of your choosing.
Develop a short lesson plan that allows students to explore healthy behaviors and risk avoidance through active, problem-based learning methods, such as a skit or role play.

How to Complete

In this Seesaw, you're going to start building your health lesson unit, which we'll build on in the coming weeks. Overall, you will create three lesson plans: a health-based lesson, a physical education-based lesson, and a lesson tying it all together into a final project.

First things first, choose a base topic to work with. You may already have a solid idea from the last Flipgrid, but here is a list of suggestions if you are still coming to a final decision. You might think of other things, too, and that's great, as long as it's health-related and appropriate for your targeted age group.

Keep in mind that all three of your lesson plans this semester should follow the same theme, so consider this in your decision. That means that your health, PE, and final project should all align together into an overall unit on a topic. You can be creative in this, but if you keep your topic too narrow, you may have trouble later on. So instead of just thinking about handwashing procedures, think instead of about viruses and the spread of disease as an overall theme.

Viruses and illness
Mental health issues (depression, panic disorders, suicide, etc)
Coping with stress
Mindfulness
Safety around pharmaceuticals/prescription medications
School lunches
General diet and nutrition
Exercise
Drugs
Alcohol
Smoking
Obesity
Screen time
Sports injuries
Household chemicals
Playground safety

Lesson Unit Phase 1 - Health

Got your topic? Great, let's start building our first lesson! For our semester, we will work on moving students through a project-based activity, where they will be setting goals and learning about healthy choices, within the framework of your topic. This is NOT to be a lesson that involves simple quizzes or worksheets only. Instead, let's get our kids thinking and engaging more deeply with the subject, by getting them actively invovled in research and creation.

The only key in our lessons is that they should be involve setting goals for better health, as this is a big part of the standards. Now, this goal-setting might be personal, or it might be for a whole community, or somewhere in between, but be sure to incorporate health goal-settings within your objectives and lesson planning.

Need a primer on problem-based learning? Check out this video from author and teacher John Spencer and this video from the Buck Institute. They may give you some ideas.

So, our first phase of this journey will ask you to do the following:

Develop a lesson activity that introduces the topic and gets kids engaging in health concepts.
Set standards, objectives, background information, and the flow of the lesson.
Include methods for formative and summative assessment as appropriate for your lesson.
Consider how you might manage the classroom and what problems might arise if you were to conduct this in the real classroom.

Writing Good Objectives

Objectives in a magnifying glass Developed by Robert Mager, the ABCD system is a nice, formulaic approach to writing good objectives, which are key to good instructional design, or the systematic design of quality instruction (see Don Clark's website for more information). By following the ABCD formula, you will be able to create strong, measurable, and complete objectives in no time.

Audience: Who are the learners? In other words, this is where "The student will be able to..." typically comes in.
Behavior: What do you want your learners to do? This means that you will be using action verbs, so that you can actually see the person performing the behavior. You cannot see someone learning, understanding, appreciating, or knowing, so those verbs should be avoided at all costs. Instead, use concrete action verbs, preferrably based on a level within a cognitive or performance taxonomy, as we'll explore in a moment.
Condition: Under what conditions must the behavior be performed? Often, this is summarized in phrases like, "After completing the unit on [blank], the student will be able to..."
Degree: To what degree should learners perform the behavior? This is where assessment comes in, and how you will summarize how you will know learners met your conditions. You might say something like, "with an 80% success rate on a unit test" or "after assessment on a scoring rubric," and that could suffice.

So, an examples of well-written ABCD objectives might be as follows. Note that because of grammatical rules and for style, often objectives are really written more as CABD, rather than ABCD:

After the lesson on nutrition (Condition), fifth graders (Audience) will be able to help others in the school by presenting proposed healthy eating goals (Behavior) to the school lunch supervisors and prinicipal in a 5-minute group presentation (Degree).

Linking to Standards

You are already somewhat familiar with the Indiana Health and Wellness Standards by now, and may also be familiar with the Indiana Physical Education Standards. In fact, you may want to look at the standards first to help you in choosing topics and deciding on objectives, as they might give you ideas you can work with. You will need to make sure to connect what you want students to learn to those standards.

So, using the above objective, it is likely safe to link it to Health and Wellness 5.8.7 - Use a communication technique to inform others about a health or safety issue. This might be part of one of a project on advocating for better food options in the school cafeteria.

How many objectives and standards do I need?

The answer is: it depends! Some of you may only have two or three objectives, and they might all be linked to one standard. That's just as good as if you had ten objectives linked to ten different standards. This is not an issue of quantity over quality. Do what makes the most sense, and do your best to keep your lesson focused on the learning you want students to do. Adding too much is just as problematic as not having enough.

The Events of Instruction

There are many models for designing instruction out there - one of the most well-known and direct methods to follow is Robert Gagne's 9 Events of Instruction. This is the model I recommend to you, especially if this is your first lesson plan ever. The Events of Instruction lay out a blueprint for you to use to create a lesson that flows well and makes sense to you and to students. See this website for a more detailed description of the 9 Events and how they can work for you. If you can answer each question under each event, you pretty much have a complete lesson!

Gaining Attention: How will you break the ice for the lesson?
Inform learners of the objectives: What will you do to give students their objectives?
Stimulate recall of prior learning: How will you tie the learning in to what students already know?
Present the content: What activities will students engage in to learn about the content?
Provide learning guidance: How will you guide their learning process along?
Elicit performance: What formative assessment will you use to see if they’re on the right track?
Provide feedback: How will students show you what they know?
Assess performance: How will you conduct summative assessment to see if they are meeting the objectives?
Enhance retention and transfer: How will you help students reflect and connect to new knowledge?

Your Health Activity

kids working together You'll have to introduce the overall topic to your students in some way, so that's the main goal for this phase of your lesson unit. Develop a way to bring the topic into focus for students, and give them an activity to get their feet wet. It might not be a long lesson, but it ideally will be something that stimulates their thinking and gets them excited about the topic.

This was a lot to read, but you can do this! And you'll get a chance to repeat this process a couple more times to practice. It's not nearly as tough as it sounds. In summary, you will have a Lesson Plan Template that you can use to create your lesson (and you'll use the same template for each of the three lessons in our unit), and because we're using Seesaw, you will be expected to add some video/audio narration to explain what you're up to.

The template will show you what to add where. You'll include:

Objectives and standards for your health lesson
Materials that you would use to introduce the topic (links, additional documents you design, etc.)
Thoughts on teaching strategies and student background information, including differentiation thoughts for the activity
A description of what you would do to lead students through the activity
Assessment information - how will you know students met the objectives?
Classroom management stratgies - how will you keep things going in a positive direction?

Ideas for activities in this phase of your thematic unit include playing a game, giving students a scavenger hunt, think-pair-share, KWL charts, or posting responses in an online forum of some kind (check out Answergarden.com or Backchannelchat.com for instance). You may already have a lot of ideas from other classes you have taken on what works well for introducing a new lesson.

Overall

Include the following in your post, which should be a Google Drive File (or PDF if you prefer) with audio/video annotation:

Your lesson plan template, with all elements filled in. Note that when you click this link, you'll be able to make a copy of the original template for use in your own Google account. You can then share this link with me later on.
Design or link to materials, such as videos or Slides, to help you introduce your lesson. In other words, you might need another document to branch into depending on what you want to put together for the lesson, or you might be okay adding everything to the single template document - this is up to you and your individual lesson and style.
Describe how you will lead students through their initial activity to learn about the topic (can be audio or video narration). In other words, present your lesson briefly in Seesaw rather than just post your lesson plan and call it a day.

How to Turn It In

Once you're posted, you're in. There's no need for you to do send anything through BlackBoard. Your grade, however, will be tracked and posted in BlackBoard. You'll see comments from me in both Seesaw and BlackBoard.

If you have questions or need more tutorials on how to post things in Seesaw, check out this help guide.

How You're Graded

This assignment and other lesson plan phases you will go through will use the standards-based Lesson Plan rubric for our Education programs. Note that you may earn extra credit on this rubric if you score "exceeds standards" marks in any row. While BlackBoard may show you the Exceeds column is worth 3 points, it is actually worth 4, and the extra credit will be awarded accordingly.

Lesson Planning Rubric
Criterion	Distinguished: 4	Proficient: 3	Emerging: 2	Underdeveloped: 1
Content Knowledge
Health Education Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health. ACEI 2.6	Plans lessons that integrate extensive knowledge of healthy choices, concerns, and lifestyle in accordance with academic standards. Lessons address multiple facets of the dangers of diseases and activities that may contribute to disease, and lead students to habits and goal-setting behaviors that recognize potentially dangerous situations, clarify misconceptions, and find reliable sources of information.	Plans lessons that integrate some knowledge of healthy choices, concerns, and lifestyle in accordance with academic standards. Lessons address some dangers of diseases and activities that may contribute to disease, and lead students to habits and goal-setting behaviors that recognize potentially dangerous situations, clarify misconceptions, and find reliable sources of information.	Plans lessons that do not fully integrate knowledge of healthy choices, concerns, and lifestyle in accordance with academic standards. Lessons provide some explanation but fail to address the dangers of diseases and activities that may contribute to disease, healthy habits and goal-setting behaviors, misconceptions, and/or reliable sources of information.	Does not plan lessons that integrate knowledge of healthy choices, concerns, and lifestyle in accordance with academic standards. Lessons fail to address multiple important issues related to healthy lifestyle and goal-setting behaviors.
Physical Education Candidates know, understand, and use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students. ACEI 2.7	Plans lessons that integrate extensive knowledge of the value and benefits associated with physical activity. Lessons provide for activities that allow both teachers and students to model the critical importance of physically active lifestyles, and sensitivity to physical movement as a key component to a healthy body and mind.	Plans lessons that integrate some knowledge of the value and benefits associated with physical activity. Lessons provide for activities that allow either teachers or students to model the critical importance of physically active lifestyles, and sensitivity to physical movement as a key component to a healthy body and mind.	Plans lessons that do not fully integrate knowledge of the value and benefits associated with physical activity. Lessons provide some activities that allow teachers or students to serve as models for the importance of physically active lifestyles. Little sensitivity expressed for physical movement as a key component to a healthy body and mind.	Does not plan lessons that integrate knowledge of the value and benefits associated with physical activity. Lessons fail to address the modeling of physically active lifestyles. No sensitivity is expressed for physical movement as a component for healthy body and mind.
Summary ACEI 1	Plans lessons that integrate learning theories. Provides convincing evidence to demonstrate and clearly explain how the lesson can provide learning opportunities that support children’s physical, social, emotional, intellectual, linguistic and personal development.	Appropriate learning theories are selected to support decisions of planning instruction. Provides sufficient evidence to demonstrate and explain how the lesson can provide learning opportunities that support children’s physical, social, emotional, intellectual, linguistic and personal development.	Provides some explanation but limited evidence to demonstrate how the lesson can provide learning opportunities that support children’s physical, social, emotional, intellectual, linguistic and personal development.	Displays no knowledge of how children learn and develop. Provides no evidence to demonstrate or clearly explain how the lesson can provide learning opportunities that support children’s physical, social, emotional, intellectual, linguistic and personal development.
Objectives based on state and/or national standards ACEI 3.1	All learning outcomes stated in specific, measurable, observable terms and appropriate for content and time. Objectives aligned with assessment.	Most learning outcomes stated in measurable and observable terms and appropriate for content and time. Objectives aligned with assessment.	Inappropriate for content or time. Learning outcomes not stated in specific, measurable and observable terms.	Student characteristics not considered. Terminology not specific, measurable, and observable.
Content Knowledge: Evidence Based Instruction ACEI 2	Provides evidence-based and developmentally appropriate assessment, instruction, interventions, and extensions, related to the disciplinary content.	Uses some evidence-based and developmentally appropriate assessments, instructional strategies, or interventions related to the disciplinary content.	Provides few evidence-based or developmentally appropriate assessments or instructional strategies related to the disciplinary content.	Provides no evidence-based nor developmentally appropriate assessments or instructional strategies related to the disciplinary content.
Differentiated Instruction and Adaptations ACEI 3.2	Thoughtful and appropriate instructional adaptation for individual needs based on discipline. Plan is realistic and explained clearly and thoroughly. All learners’ needs are considered in the plan.	Appropriate adaptations for a particular classroom setting in the discipline. Plan is realistic and explained clearly.	The adaptation plan is not clearly explained or not practical based on the discipline, or draws unwanted attention to certain learners.	No instructional adaptation for individual needs.
Lesson Planning Competencies
Integrating and applying knowledge for instruction—Candidate plans instruction based on knowledge of students, learning theory, subject matter, curricular goals, and community. ACEI 3.1	Candidate designs and/or implements an integrated lesson plan using appropriate academic standards, current learning theory, correct K-6 subject matter content, curriculum development, and knowledge of students and community. The lesson incorporates multiple instructional strategies that meet the needs of all students. The lesson is student-centered, engaging, and meaningful. The lesson includes the appropriate use of technology.	Candidate designs an integrated lesson plan using appropriate academic standards, current learning theory, correct K-6 subject matter content, curriculum development, and knowledge of students and community. The lesson incorporates multiple instructional strategies that meet the needs of all students. The lesson is student-centered, engaging, and meaningful. The lesson includes the appropriate use of technology.	Candidate designs an integrated lesson plan using appropriate academic standards, current learning theory, correct K-6 subject matter content, curriculum development, and knowledge of students and community. The lesson incorporates multiple instructional strategies that are student-centered, engaging, and meaningful. Candidate does not use technology.	Candidate designs an integrated lesson plan that is missing one or more of the following: using appropriate academic standards, current learning theory, correct K-6 subject matter content, curriculum development and knowledge of students and community.
Development of critical thinking and problem solving—Candidate uses a variety of teaching strategies that encourage elementary students’ development of critical thinking, problem solving, and performance skills. ACEI 3.3	Candidate successfully designs and/or implements a variety of instructional teaching and learning strategies and technological resources to support student development in critical thinking, problem-solving, and performance skills.	Candidate successfully designs and/or implements a variety of instructional teaching and learning strategies and technological resources to support student development in critical thinking, problem-solving, and performance skills.	Candidate successfully designs and/or implements a limited variety of instructional teaching and learning strategies and technological resources to support student development in critical thinking, problem-solving, and performance skills.	Candidate implements few or no instructional teaching and learning strategies and technological resources to support student development in critical thinking, problem-solving, and performance skills.
Candidate uses knowledge of individual and group motivation and behavior among K-6 students to foster active engagement in learning, self-motivation, and positive social interaction. ACEI 3.4	Candidate demonstrates and/or plans for effective classroom management by using a variety of strategies to promote active learning, self-motivation, and a positive classroom environment. There is consistent evidence of use of behavior management strategies that promote positive social interactions. Candidate shows evidence of modification and accommodation strategies for all students.	Candidate demonstrates and/or plans for effective classroom management by using a variety of strategies to promote active learning, self-motivation, and a positive classroom environment. There is consistent evidence of use of behavior management strategies that promote positive social interactions.	Candidate demonstrates and/or plans for inconsistent use of management strategies.	Candidate does not design or create a positive, supportive learning environment in the classroom.
Candidate demonstrates knowledge of and ability to use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, emotional and physical development of each elementary student. ACEI 4.0	Candidate uses and/or plans for formative and summative assessments to plan, adapt, evaluate, and strengthen instruction for all students. All assessments are aligned to standards and lesson objectives. Strategies for re-teaching are included. Summative assessments are project-based. Rubrics are used on summative assessments. There is clear evidence of differentiation with respect to assessments for ALL learners.	Candidate uses and/or plans for formative and summative assessments to plan, evaluate, adapt, and strengthen instruction for all students. All assessments are aligned to standards and lesson objectives. Strategies for re-teaching are included. Summative assessments are project-based. Rubrics are used on summative assessments. There is clear evidence of differentiation with respect to assessments for ALL learners.	Candidate uses and/or plans for formative and summative assessments to plan, evaluate, adapt, and strengthen instruction for all students. All assessments are aligned to standards and lesson objectives.	Candidate does not plan for and/or use both formative and summative assessments to plan, evaluate, adapt, and strengthen instruction for all students. Or, assessments are not aligned to standard and lesson objective.

Due Date