Seven Components of A Health Lesson Plan
Each lesson should (1) identify the grade level; (2) provide the general health topic area (personal health, safety...); (3) provide a lesson title; (4) identify specific Georgia QCCs (health) and national Health Education standards; and where appropriate (5) include national Science standards as well as Georgia Technology standards.
Goal Statement: A goal statement is global and not measurable. It provides a general focus for the lesson. A goal statement uses words including aware of, appreciates, sensitive to, understands… (The student appreciates the importance of balance, variety, and moderation in meal planning.)
Objective Statement: An objective statement is measurable and includes (1) a target (the student); (2) an action verb representing higher order cognitive domain (above knowledge); (3) a specific behavior or skill; and (4) a level of success. (The student will plan three meals which each meet the criteria for balance, variety, and moderation.)
Anticipatory Set: The anticipatory set is a short (3-5 minutes) activity whose purpose is to motivate students to the lesson. (Have class divided into three groups. Each group receives a sack whose contents include pictures of foods, the food guide pyramid, and one of the words “moderation, balance, or variety.” A five minute time limit is given to the groups to find a way to depict the meaning of the word for their group using the pyramid and pictures).
Lesson concept(s): This is the major fact that the lesson will be emphasizing (In order to get all the nutrients our body needs, each meal we eat must include a variety of foods which represent all of the five food groups and limit high fat, salty, and high sugar foods.) When using the task analysis model, prerequisite knowledge identified for the lesson would be provided in this section along with the lesson concept.
Lesson Cues: This is a brief outline of major points you will make during the teaching portion of the lesson (limited to 8-10 minutes). When using the inquiry model, the lesson cues will be in the form of open ended and challenging questions . When using the task analysis model, the lesson cues will be presented as a concept map with each student having a personal copy and the teacher projecting a copy on the screen.
Teacher Modeling: Instructions for the student activity are given in this section along with an example of the anticipated outcome of the activity. Several open ended questions to check for student understanding of the activity instructions should appear in this section.
Student Activity: Begin with an identification of the instructional model used and a brief discussion describing how the lesson exemplifies the model. Next identify the teaching strategy used and its purpose within the student activity. Support age/stage appropriateness of the activity referring to the Developmental Characteristics handout. Materials needed for the activity are outlined. The student activity should be related to the instructional objective and lesson concept(s), and involve the student in an active learning strategy. This component usually is 15-20 minutes depending upon the age of the students.
Closure: This component of the lesson promotes the student’s personal application of what they have learned in the lesson to his/her own life experience. The closure can be introduced and completed in the classroom during the lesson or introduced and assigned as a home activity and returned to the teacher at a specified time.
evaluation component must be consistent with the instructional objective;
must include a
grading rubric that also calculates a percent grade; and may
include one of a variety of assessment options:
Observation: You will need to include a specific grading rubric for your observations.
Portfolio: Can include artifacts (things
student has been asked to collect): productions (something the student has written,
drawn, created); reproductions
(a snap shot of a small group project too large to place in a portfolio); or attestation (a signed statement from an adult stating that the student completed
an at home activity).
Paper/pencil: Short answer and multiple choice are the best. You will need to include the question(s), answer(s), and grading rubric.
True/false questions are not acceptable. Multiple choice and/or essay/short answer questions are to be provided with the lesson and include an answer key. Class participation is never included in the grading rubric for a health lesson.
Re-teach: This activity is to be completed only by those students who did not meet the instructional objective or who were absent on the day the lesson was presented. It is important to identify the student's learning style so that the re-teach activity can be directed to that learning style. A completely different teaching strategy from the strategy used in the student activity is to be used. For example, if the teaching strategy for the student activity was to work in small group to investigate the importance of calcium in the diet, the re-teach could include having the student complete an on-line calcium calculator, interpret his/her results, outline what he/she could do to improve calcium intake, and identify two benefits of such a change. The activity for the re teach must by aligned with the original lesson's instructional objective.
Source citations for print materials and internet/technology resources used in the lesson are to appear at the end of the lesson using formal citation guidelines. For internet citations, also include what specific resources can be found at that site that could be used as extensions to your lesson.