Health Unit Plan

Kate Casagrande
Health Education Curriculum and Instructional Unit Project.

Standard 2 - Standard 3 - Standard 4 - Standard 5 - Standard 7 -
Standard 1 - Standard 6 - Standard 8 -
Analyzing Accessing Interpersonal Decision- Self-
Comprehend Concepts Communication Goal-Setting Advocacy
Influences Information Making Management
Personal Health &

Wellness
Mental / Emotional
Health
Alcohol, Tobacco &

Other Drugs
Violence Prevention
Sexual Health
Healthy Eating
Injury Prevention /
Safety
Section 2 – Instructional Unit Description (no more than 1 page)
The central focus of this unit plan is mental and emotional health paired with the
Health Behavior Outcomes two and four. I chose HBO 2 because its objectives are,
“Engage in activities that are mentally and emotionally healthy.” This allowed the
students to analyze attitudes, laws, their community, media, and their peers. I paired
this with HBO 4, “Prevent and manage emotional stress and anxiety in healthy ways”,
which allowed students to demonstrate communication skills, peer resistance, and
asking for assistance. The topic of mental and emotional health is essential in high
school health classrooms. If you look at the YRBS results from 2017 we see that
14,553 students felt sad or hopeless almost everyday for two weeks or more in a row.
Another 14,553 students seriously considered attempting suicide 12 months before
the survey, and of those students 14,541 students made a plan about how they would
commit suicide.
From the observation, I know that most of the students in the health classes we
taught were athletes, that they were overwhelmed with the balance of schoolwork and
sports, and that they did not know what healthy coping strategies were. The students
in our classes were all English speakers, but we did have a few students share about
their cultural background when we discussed the diet and exercise effects of mental
and emotional health. These students were able to identify if something had a positive
or negative effect on them, but not what to do with the influence. The students also
struggled to see the true impacts that the negative influences had on them.
Section 3 – Instructional Unit Goals & Scope and Sequence (no more than 1 page plus the
scope & sequence document)
In this unit students achieve the functional health information. The standards, skills, and
learning objectives align with the central focus because the standards are age appropriate
and match with the HBOS, or skill standards. The skill standards were taken from the
mental and emotional health module, and the standards that we used (1 and 2) help
consistent throughout the lesson. The consistency of the HBOs, standards, and the central
focus (mental and emotional health) all remained constant throughout the unit. Each
lesson that is taught in the unit has a selected topic, each week the students work on that
topic, and at the end the students work in stations to practice different health enhancing
behaviors. The first lesson covers stress, anxiety, and depression and how to analyze the
influences. The second article focused more on internal solutions to mental and emotional
health which was diet and exercise. Here the students worked with health enhancing
behaviors to find ways to improve their mental and emotional health through health
enhancing behaviors. The third lesson was all about relationships and analyzing
influences. At this point students have had two days of analyzing and a day of health
enhancing behaviors. This moves us into days 4 and 5 where we worked on both
analyzing influences and health enhancing behaviors. We did this through the coping
with isolation and stations. The stations that ended the unit allowed students to practice
the health enhancing behavior that suits them best. This allows the lessons to build on
each other and end a lesson that ties everything together. Throughout these lessons,
students learn the influences on their personal life, and the effects of social media on
mental and emotional health. The functional health information is taught by providing
students with the correct definition to terminology regarding mental and emotional health
and teaching them the essential information when it comes to their mental and emotional
health. Group norms were addressed by giving the students the tools to identify and value
a healthy lifestyle. Throughout these lessons, students learn the functional health
information through a series of questions, activities, and ticket-out-the doors that build on
each other. By the end of the unit students will have “essential health skills necessary to
adopt, practice, and maintain health-enhancing behaviors.”
Section 4 - Supporting Students

Throughout the unit, students are working in multiple ways. Some of the instructional
strategies included in this unit includes handouts, PowerPoints, guided notes, graphic
organizers, think-pair-shares, physical activity, and ticket out the doors. We chose
these activities because we wanted the students to do something different in the
classroom and to keep them engaged throughout the entire class. These instructional
strategies allowed students to learn in various ways and work with new partners.
Technology is used on the fourth lesson of this unit. It is used for student
research. This applies to the standards because students are taking an iPad and using
it to research public health policies and how they affect their mental and emotional
health. This is also an activity that is done 100% in class (or at home depending on
the pandemic) which leaves the teacher completely accessible for questions. This
technology allows students to research articles that are interesting to them, instead of
me generalizing one big class assignment. When students do it on their own, they are
able to personalize it, and with the proper guidance it still meets the standards.
Throughout this lesson there are quite a few pieces of academic language students
will need to be familiar with to be successful. These terms include evaluate, analyze,
influence, cope, coping mechanisms, internal and external influences, coping
strategies, peers, and social isolation. To make students successful in understanding
the academic language being consistent with the definition, and using the words
frequently is essential. One word that we carried throughout the lesson was influence.
We asked students what their definition of an influence was, gave them the correct
definition and then throughout the lessons continued to ask who the influence was, if
it was negative or positive, and then we assessed them on this through a ticket out the
door. The instructional strategies that we used allowed students to develop the
academic language because the material was delivered in many different ways,
allowing students to practice and obtain the material in the way that suits them best.
 Section 5 - Assessment Methods and Student Evaluation

Throughout the unit there are many formal and informal assessment methods. One of
the main methods used was a ticket out the door. The TODs allowed me to see which
students understood the concepts that were being taught that day. There is also a
rubric that was created to go along with the ticket out the door that allowed me to
evaluate the students understanding on a grading scale. An example of a ticket out the
door we did was in lesson 3: name 3 influences that can affect your mental and
emotional health that relate to personal relationships, name 2 positive or negative
influences within your family, name 1 coping strategy you are going to incorporate
into your personal relationships, here the teacher can check student progress of
understanding the skills and provide students with feedback and reinforce the material
if necessary. In the third and fourth lesson we have a rubric that evaluates the
student’s knowledge. This allows me as a teacher to see where the students are at in
terms of academic language and understanding the material. I chose this as a way to
assess because it allowed me to quickly see if students were able recall and apply the
information that was taught. It also did not present itself in the form of a quiz or
project reducing student’s anxiety. I also asked questions throughout the lessons to
check for understanding. Some of these questions included who or what would be the
influence in this situation? Are they impacting us in a negative or positive way? How
could we cope with that? This allowed students to familiarize themselves with the
terminology being used. Some informal assessments included think-pair-shares and
scenarios. Although there was no rubric for these, I was able to verbally hear where
the students were, and I was able to step in where I saw necessary. By using informal
assessment styles, it makes it possible to ensure students are understanding and
applying the information that is being given without a rubric. A formal assessment
allows for student data, individual comprehension, and a level platform for grading.
These assessment styles allowed me to redirect students, put them on the right track,
and set them up for truly applying the information.
General Lesson Plan Information:
Teacher Candidates: Kate Casagrande
HEALTH EDUCATION LESSON PLAN TEMPLATE

Introductory Material:
Date of Lesson: 1/31/2020 Class Time: 8:20-10:05am and 10:10-11:47 am
School Name and Grade: Woodstock 9th Grade Technology Use: None
Length of Lesson : 95 minutes Number of Students: 34 Students
Equipment/Supplies : PowerPoint Slide, 3 Handouts, Computer (Video), Sticky Description of Facility: Classroom
notes for every student, index cards
Behavioral/Performance Objectives:
Cognitive:
During the How do I cope with Stress? TSWBAT Identify healthy behaviors that impact personal health.
During the Replacing Negative thoughts activityTSWBAT evaluate effective strategies for dealing with depression.
Psychomotor:
During Emotional Bingo TSWBAT develop at least two new coping strategies for stress, anxiety, or depression.
During the What Stresses me out activity TSWBAT Analyze the causes, symptoms, and effects of depression, stress, and anxiety
Affective: TSWBAT adapt at least one of the coping strategies taught in class and utilize them in their everyday lives.
National Standards:
Central Focus of Lesson: What is a healthy person? How can Stress, Depression Healthy Behavioral Outcome: HBO 4. Prevent and manage emotional stress
and Anxiety affect my daily routines? and anxiety in healthy ways
GPS Assessed:
National Standards Addressed: Standard 1: Students will comprehend concepts HE9.1b. Describe the interrelationships of emotional, intellectual, physical, and
related to health promotion and disease prevention to enhance health. social health.
Standard 2: Students will analyze the influence of family, peers, culture, media,
technology, and other factors on health behaviors.
● MEH1.12.1 Analyze the interrelationship of physical, mental, emotional,

social and spiritual health. (HBO 1 & 2)
● MEH1.12.2 Analyze characteristics of a mentally and emotionally
healthy person. (HBO 1 & 2)
● MEH1.12.3 Analyze how mental and emotional health can affect health-
related behaviors. (HBO 1, 2, 3 & 4)
● MEH1.12.7 Analyze the causes, symptoms, and effects of depression.
(HBO 2, 3, 4 & 5)
● MEH1.12.8 Analyze the causes, symptoms, and effects of anxiety. (HBO
2, 3, 4 & 5)
MEH1.12.16 Evaluate effective strategies for dealing with stress. (HBO 4)
Lesson Considerations:
Prior Academic Knowledge & Prerequisite Skills: Students will have little to no previous knowledge on the subject but can still be successful.
Academic Language:
Coping mechanism- strategies people often use in the face of stress and/or trauma to help manage painful or difficult emotions.
Identify- things that cause stress, anxiety, and depression

Analyze- Causes and symptoms.
Cope- deal effectively with something difficult.
Misconceptions: Mental health is always negative and viewed in a negative way. Another misconception is that you can only do something about stress, depression,
and anxiety when they are happening, when some strategies can be taught to prevent them.
LESSON INTRODUCTION TIME ALLOCATIONS

(Instant/Motivational Activity; Warm-Up & Review; Set Induction)
5 Minutes
Ice Breaker: Unique Share
Details: Ask participants to form groups of five people with the people around them. Pass out sheets of paper and writing utensil. The first half
of the activity is the Shared part. Instruct a notetaker for each group to create a list of many common traits or qualities that members of the
group have in common. Avoid writing things that are immediately obvious (e.g. don’t write down something like “everyone has hair” or “we
are all wearing clothes”). The goal is for everyone to dig deeper than the superficial. Allow about five or six minutes and then have a
spokesperson from each subgroup read their list. If there are too many groups, ask for a few volunteers to read their list. As the teachers we
will also read the things we have in common to introduce ourselves and to give them an example of things to do.
Transition: Thank the students for introducing themselves and acknowledge that trust has been established in the classroom. Tell them that you
want to get a base standard of what they think of an emotionally healthy person.
3 Minutes
Mini Activity: What is your version of a healthy mental and emotional person?
Details: Students will think about a specific quality/characteristic that a healthy mental and emotional person has and will write it down on a
sticky note. They will then post the sticky note on the board for others to see.
Transition: We did the sticky note activity to get an understanding of what the students believe a healthy person looks like. This was also done
so we could address the negativity towards mental and emotional health, based on the responses the students gave. Now we move into
analyzing their influences that may cause them stress and anxiety, but we first have to establish a firm understanding of those words.
2-3 Minutes
Set Introduction: Raise your hand if we say stress, anxiety, and depression and you think of it in a negative way? We are here to teach you
guys to have a more positive outlook when viewing mental and emotional health. We also want to teach you strategies and preventative
measures for any scenario you may encounter.
LESSON BODY TIME ALLOCATIONS
(Specific and detailed plan to facilitate student learning and skill development) (for each activity)
5 Minutes
Introduction: What is Stress (Ted Talk Video)
Details: Video is addressing what stress it, how it affects the body and what you can do to manage stress.
Transition: After watching what stress is and how it can affect your mental and emotional health, we want to dig a little deeper into the causes,
symptoms, and ways to lower and cope with stress.
Powerpoint: Go over Stress on the powerpoint and Handouts

5 Minutes
Details: Students will follow along with the powerpoint as they are filling out the guided notes and doing stress activities
Transition: Now that we have covered the functional health knowledge, we want students to begin practicing analyzing their influences. Before
beginning the activity go over a general definition of what it means to analyze an influence. Review the critical elements of the skill as well
(step 1 & 2 of the developmental process)
Activity Handout: What Stresses me out 20-35 minutes
Details: A worksheet where students are filling in boxes about specific areas of their life where they are stressed and what specifically stresses
them out in those categories. Students will first fill out the worksheet individually for 3 minutes then they will pair up with a partner near them
and converse with each other about what they have written down for 3 minutes. Ask students to think specifically about their influences and
look to see if they write down more positive or negative influences. Next, we will do a larger, class discussion by asking those who want to
share what they had written down. Before students begin, model an example of exactly what you want them to do. Go through one or two
examples and expand on them, so students have a clear understanding (Step 3 & of th 4 of the developmental process)
Transition: We wanted to offer the students potential coping strategies for the stressors they identified during the previous activity, while this
does not progress the skill of analyzing influences, we felt it was a necessary step to take for this lesson.
10 Minutes
Activity Handout: How do I cope with Stress?
Details: A worksheet where students will circle at least 2 coping strategies they have used when they were stressed out. Students will give an
example of when they used the strategy, explain what they did and rate how well it worked for them in that specific situation. If students
haven’t used any of these strategies listed, they will choose at least 2 and describe when they might use that strategy in the future, what they
3 minutes
could do and how well they think it will work.
Brain Break: Relax
Details: Students will have this time to go to the bathroom and get a drink of water based on designated seating columns. While students are
doing this, there will be a brain teaser video playing to keep students engaged but relaxed.
5 minutes
Transition: After giving students a quick break, we will transition into getting more functional health knowledge out of the way, so students
can return to practicing the skill
PowerPoint: Go over Anxiety on the PowerPoint
Details: Students will follow along with the PowerPoint as they are filling out the guided notes.
Transition: After realizing the symptoms of anxiety and how it can affect your everyday functions, let's think about what things might
personally affect your daily functions. 10 minutes
Discussion: What are your triggers?
Details: Large group discussion where students are encouraged to share things that cause them anxiety. Open thoughts and feelings of others
will be respected. Triggers that are discussed will be talked about and the class will come up with possible solutions to cope with it. Mention
families, peers, and technology’s role in setting off triggers.
Transition: After discussing triggers and guiding the class to talk about technology, family, and their peers influence, we will now show them 20 minutes
how many of them are affected by those outside influences by doing the following scenarios. (step 4 of the developmental process.
Activity: Scenarios
Details:Purpose: Students get the opportunity to see how their choices or lifestyle match up with their classmates, as well as discuss and
analyze how external influences such as family, peers, media, and technology affect the decisions they make
Scenario 1: I have access to healthy meal options at home
Scenario 2: I have a close family member that vapes/smokes
Scenario 3: I’ve purchased something off an an instagram ad

2-3 minutes
Scenario 4: I did something just because my friends wanted me to, that I later regretted doing
Scenario 5: I spend over an hour looking at my phone before bed, time that I could have spent getting more rest
Brain Break: Teasers 5 minutes
Details: Students will take a few minutes to relax while watching a video to give their mind a break.
Transition: here we quickly review some function health knowledge so we can continue on in the lesson.
PowerPoint: Go over Depression on the slide
Details: Students will follow along with the PowerPoint as they are filling out the guided notes. There will also be activities for depression to
go alongside the PowerPoint.
15 minutes
Transition:While learning about Depression, often times people who are experiencing depression have many negative thoughts in their head.
We want to change your perspective on how you view yourself and your life when feeling or experiencing symptoms of depression.
Activity Handout: Replacing Negative thoughts
Details: Students will write down the 3 most negative thoughts that are more prevalent in their life and will come up with positive thoughts to
replace them.
10 minutes
Transition: Though negative thoughts can be turned into positive ones; we are going to think about the positive behaviors/actions that you have
been actively participating or do throughout your life. (MEH1.12.16 Evaluate effective strategies for dealing with stress. (HBO 4)
Activity Handout: Emotional Bingo
Details: Students will all receive a paper to play emotional and mental bingo. Students will be placed in a group of four or five to hold one
another accountable. Students will only cover items on their board for things that apply to them when called out and discuss it with their group.
Once a student calls bingo they will share with the class the things they do that are relevant with each box.
Transition: Now that you have learned the mental and emotional aspect of the factors that influence our health and ways to cope with them, we
want to assess student learning with a TOD (Step 5 of the developmental process)
CLOSURE ACTIVITIES TIME ALLOCATIONS
Closure: Reflective Ticket out the door

3 Minutes
Details: Students will list 2 coping strategies you have learned today that you will implement into your life.
List 1 influence you didn’t realize was affecting your health.
EVIDENCE AND FORMATIVE ASSESSMENT OF STUDENT LEARNING

(Specific and detailed plan to assess student learning and skill development)
How will you know whether students are making progress toward your learning goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use
the chart below to describe and justify at least 2 formal or informal assessment strategies.
Assessment Strategy #1: Students will fill out worksheets and participate in the Alignment with Objectives: This aligns with the objectives because students are
class discussion. learning about stress, anxiety, and depression, and finding healthy ways to deal
with them. It aligns with all the objectives because they are charting different
coping mechanisms, and then discussing it throughout the lesson. The objectives
that are aligned are TSWBAT Identify issues that cause them the most stress,
anxiety, and depression and TSWBAT Identify healthy behaviors that impact
personal health.
Evidence of Student Learning:

We will know that students have learned by asking questions, and checking and
reviewing their worksheets during class
Student Feedback:
We will provide feedback by having students share their thoughts on the
information they filled in and provide congruent based off of the shared thoughts.
Assessment Strategy #2: TOD:TOD: List 2 coping strategies you have learned Alignment with Objectives: This is aligned with the objectives because it evaluates
today that you will implement into your life. emotional health. It also allows us to see a physical copy of what they have
learned.
List 1 influence you didn’t realize was Evidence of Student Learning: Collecting and Reviewing the TOD is the evidence
that they have learned as well as them answering questions and identifying the
affecting your health. positive coping strategies for stress, depression and anxiety.
Student Feedback:
We will provide feedback to the activities that perform in the lesson and answer
any questions they may have while writing the TOD.
Note: Add more assessment strategy boxes if needed.
UTILIZING KNOWLEDGE OF STUDENTS TO PLAN AND IMPLEMENT EFFECTIVE INSTRUCTION

(Specific and detailed plan to modify lessons to meet learning needs of all students)
Building on Personal/Cultural/Community Assets:
Students will use what they learned in their everyday life and especially when they are feeling a sense of stress, anxiety, or depression.
Grouping Strategies: Students will be divided into groups based on their birth month. This will allow students to get the chance to move around, as well as work with
someone they may not be familiar with. By splitting them up by birth month it also allows the students to learn something new about their classmates. They will be
split into groups for social purposes such as think pair shares, or small group discussions.

Planned Supports:
To address all the students in the class we have a think pair share, a PowerPoint for the visual learners, guided notes for those who learn best from writing, and
activities to break up the lecture and enhance the key concepts we want the students to achieve. With the guided notes and PowerPoint that has pictures and
descriptions will help English Language Learners see and understand the content by having a variety of resources to look at. I could also have 2 copies guided notes
which would include one English and one in their main language. To modify instruction based on varying grade level, I would add more deep, elaborate questions
and prompts to those who are in a higher-grade level. For grade level below, I would focus more on the hands-on activities and incorporate more collaborative work
and videos. In this lesson, If I have students with behavioral conditions, I can add more questions or prompts for students to do to prevent them from getting off task.
Students with physical conditions could have the guided notes filled out for those who have difficulty writing notes or trouble reading.

RESOURCES AND ACKNOWLEDGEMENTS:
Sources:
https://www.etr.org/healthsmart/assets/File/hs/emh/hs_emh_06_act_cope.pdf
What_stresses_me_out.docx
https://www.youtube.com/watch?v=WQdQedWPB1w
Teacher Candidates: Kate, Holly, Travis, and Jack
HEALTH EDUCATION LESSON PLAN
Date of Lesson: February 7, 2020 Class Time: 8:20-10:05am and 10:10-11:47 am
School Name and Grade: Woodstock High School and 9th grade Technology Use: None
Length of Lesson: 95 minutes Number of Students: 34 Students
Equipment/Supplies: Powerpoint slides, a yellow and orange sticky note for each Description of Facility: Classroom
student (68 total), 2 whiteboard markers, 38 frisbees or poly spots
Cognitive: TSWBAT evaluate how diet and exercise impact their personal health.
TSWBAT identify how different influences can affect their diet.
Psychomotor: TSWBAT demonstrate how physical activity can improve their mood.
TSWBAT analyze the different factors that influence their diet and exercise habits
Affective: TSWBAT incorporate one health enhancing strategy into their everyday life.
National Standards:
Central Focus of Lesson: How do diet and exercise affect mental and emotional Healthy Behavioral Outcome: HBO 2. Engage in activities that are mentally and
health? emotionally healthy.
National Standards Addressed: GPS Assessed:

Standard 1: Students will comprehend concepts related to health promotion and HE H.S.2: h. Analyze the influence of personal values and beliefs on individual
disease prevention to enhance health. health practices and behaviors.
MEH1.12.3 Analyze how mental and emotional health can affect health-related
behaviors. HE H.S.2: g. Analyze how the perceptions of norms influence healthy and
unhealthy behaviors.
Standard 2: Students will analyze the influence of family, peers, culture, media,
technology, and other factors on health behaviors. HE H.S.7: a. Demonstrate individual responsibility for improving personal health.
MEH2.12.10 Analyze the factors that influence opportunities to obtain safe,
accessible, equitable, and affordable products and services that support mental and HE H.S.2 C.. Analyze how peers influence healthy and unhealthy behaviors.
emotional health for oneself and others.
MEH2.12.2 Analyze how culture supports and challenges mental and emotional
health beliefs, practices and
behaviors.
MEH2.12.3 Analyze how peers and perceptions of norms influence healthy and
unhealthy mental and emotional health behaviors.
MEH2.12.4 Analyze how personal attitudes, values, and beliefs influence healthy
and unhealthy mental and
emotional health behaviors.
MEH2.12.5 Analyze how some health risk behaviors influence the likelihood of
engaging in other unhealthy mental and emotional health behaviors (e.g., how
using alcohol and other drugs increase the risk
of suicide and self-injury).
MEH2.12.7 Analyze how school and community affect mental and emotional
health practices and behaviors. MEH2.12.8 Analyze the effect of media and
technology on personal, family, and community mental and emotional health.
Standard 7: Students will demonstrate the ability to practice health-enhancing

behaviors and avoid or reduce health risks.
MEH7.12.1 Analyze the role of individual responsibility in enhancing personal
mental and emotional health.
Prior Academic Knowledge & Prerequisite Skills: Information from our previous lesson (coping strategies, potential influences), general understanding of healthy food
options
Academic Language:
Evaluate- Influences on healthy and unhealthy behaviors.
Analyze- specific food groups, and factors that influence diet and physical activity
Influence- The capacity to have an effect on the character, development, or behavior of someone or something, or the effect itself
Misconceptions: Physical exercise and diet doesn’t affect your mental and emotional health
Lesson Plan Details:
Instant Activity: 3-2-5

5 Minutes
Details: Students will write out 3 things they remember from the previous lesson. Then they will write down 2 coping strategies they tried
incorporating into their lives from last week. Finally, students will write 5 things they think affect their diet and exercise. When students are
finished, we will have a discussion with the class about things that affect diet and exercise then have students share the things they wrote
down. We will have a student write on the board the factors that influence diet and exercise.
Introduction: Good morning students, last week we talked about stress, anxiety, and depression and how those things can affect your mental
and emotional health. This week we’ll be covering how diet and exercise can have a direct affect on your mental and emotional health. A lot of
people don’t realize how much eating right and exercising on a regular basis can improve not only your physical health, but your mental as 2-3 Minutes
well. Taking care of yourself is important and what you put into your body is a big piece of that. After today we hope you’ll be able to see how
much your overall health can improve by making just by eating healthier and finding time to exercise.
Transition: Now that we have recapped a bit on last week and introduced the purpose for our lesson we can begin
PowerPoint: Go over slide: Key terms

Details: Review exactly what an influence is to make sure the class is all on the same page. Go over what it means to analyze something so 2-3 minutes
students will understand how to do so for the next activity. At this stage in the lesson we are introducing the skill of analyzing influences. We
give the students a general overview and also explain the critical elements of the skill, covering both step 1 and 2 of the developmental process
of developing skills.
Activity: Influences affecting diet and fitness

Details: The students will write down 2 influences on their sticky note that they think affect diet and fitness. Then they will post the sticky note 10 minutes
on the board for others to see. Next, the teachers will walk around and read off all the influences the students wrote down. The teacher will ask
the students for examples. The teacher will also model how to analyze influences during this part of the lesson by going more in depth on some
of the examples given to try to get students to think more critically about why these influences affect them. This is step 3 of the developmental
process.
Transition: Now that we have gone over some influences that may affect diet and fitness, we are going to talk about how diet can affect you,
some foods that boost your mood, and what a general diet should look like.
Powerpoint: Go over slides: How diet can affect you, Boost your mood foods, and What should your diet look like. Watch a short video. 10 minutes
Transition: Students will now have a better understanding of foods they should incorporate into their diet, the grouping activity next will test
their ability to identify other foods and the major food group they belong in.
Activity: Group those foods

Details: Teacher will write on the board: vegetables, fruits, grains, dairy, and protein. We will have one student come up to the board and write 10 minutes
the foods that students call out and group them into their respective categories. The class will be divided into 2 groups based on their birthday
(January-June; July-December) There will be some adjusting if the class isn’t split evenly with birthdays.
Transition: Students have identified foods in their specific food groups, now we can begin identifying what the healthy options within those
groups are as well as the role physical activity plays.
10 minutes
PowerPoint: Go over slides: Influences that can affect your diet, Some examples of healthy foods and fun facts, How physical activity can
affect you, and Examples of physical activity.
Transitions: Now that students have an idea of what influences are and some specific examples of diet influences, we are going to have them
analyze what influences specific affect their diet.
Activity: Mind Map

Details: Students will each get a Mind Map. They will put their name in the center of the map. Students will think of influences that affect their 10 minutes
diet. Then, students will put a star by their positives and a square by their negative influences. From there students will pick 2 negatives and
list how they will make them a positive. Then they will do a think pair share which is where they will find a partner who has the same color
shirt. Partner A will look at Partner B’s negatives and give them two strategies/ideas to turn them into positives. Partner B will do the same
with Partner A. During this part of the lesson students are getting the opportunity to practice the skill of analyzing influences by thinking
critically about their influences as well as a peer’s. (step 4 of the developmental process)
Transition: Before we start our next activity, we are going to give you a few minutes to use the restroom if you need to. When we come back,
we will be starting on physical activity.
Brain Break: 2-3 minutes

Details: Have the students take 2-3 minutes to get water or use the restroom before going to the gym.
Transition: Now that we have discussed how physical activity can affect a person, we want to show students what that looks like. Have all the
students have a sheet of paper ready. Watch the short video
Activity: Rate your mood based on an emoji 2 minutes

Details: Students will rate their mood based on an emoji and record it on a sheet of paper. They will choose from 1 of the 3 emojis on the
PowerPoint slide.
Transition: After students have evaluated their mood, the class will move into an open gym space for physical activity.
Activity: Physical activity in the gym 15 minutes

Details: The students will spend 10 minutes participating in moderate physical exercise (pizza tag, other small game/instant activity)
Transition: The class will line up and walk quietly from the gym back into the classroom to reevaluate their mood.
Activity: Rate your mood on a scale of 1-10 2-3 minutes

Details: Students had a chance to rate their mood before exercising and now get to afterwards. Students' moods will have hopefully improved
to some degree. This gives students the opportunity to see how physical exercise can improve emotional health firsthand. The teacher will lead
a discussion on that concept after students have had enough time to reevaluate. According to the health survey around 40% of students felt
“random out of control behavior” that could lead to them hurting themself or others. Acknowledge that physical fitness can help this. It is at
this stage of the lesson that the teacher is giving their students another chance to practice the skill of analyzing (step 4).
Transition: Now we are going to discuss specifically how influences affect physical activity. Who can give me one way that influences affect
physical activity?
PowerPoint: Go over slide - How do influences affect physical activity?

5 minutes
Transition: now students will participate in a scenarios game so students can see how their choices match up with their peers and to analyze the
influences that may have led to those choices.
Activity: Scenarios 5 minutes

Details: The teacher will read off scenarios one by one to the class. Students will stand up if they have done what the scenario states. Students
remain seated if they have not.
Scenarios: Eat fast food at least 2 or more times a week
Tried meal prepping
Eat either fruits or vegetables daily
Used my plate, website or app as a reference for a meal
Exercised at least 3 times in the past week? (GSHS states that over 70% of students in the 9th grade do this)
Have you ever been influenced to join a team or get physically active due to your school? (over 50%of students say they feel connected to their
school)
TIME ALLOCATIONS
CLOSURE ACTIVITIES
Closure: 3 - 2 - 1 Ticket Out the Door
5-7 minutes
Details: Students will write down influences that affect their diet, 2 influences that affect their physical activity, and 1 health enhancing
strategy you can incorporate in your life today. They will pass their papers to the front and the teachers will collect them. Here the teacher can
check student progress of understanding the skills and provide students with feedback and reinforce the material if necessary (step 5 of the skill
development process).

Assessment Strategy #1: Students will participate in activities and class Alignment with Objectives: This assessment aligns with the objectives for the
lesson because during our activities and discussions students will have to identify
discussion. different influences that affect their diet and exercise habits. During our physical
activity segment students will be given the opportunity to demonstrate how being
physically active can have a direct impact on their mood.
Evidence of Student Learning: Student learning will be apparent during

discussions. We can evaluate if students are learning by seeing how their responses
to our questions change as the lesson progresses.
Student Feedback: Teacher will provide congruent feedback by walking around

and assisting students during group activities.
Assessment Strategy #2: Students will complete 3-2-1 TOD Alignment with Objectives: Our ticket out the door is directed correlated to the
lesson’s objectives. Students will have to take what they have learned and identify
TOD: 2 different influences that affect their diet as well as influences that affect their
2 influences that affect their diet physical activity levels as well.
2 influences that affect their physical activity
1 health enhancing strategy you can incorporate in your life today
Evidence of Student Learning: The TOD itself will serve as evidence for student
learning. The content they provide on the sheet will serve as a check to see if they
learned what we wanted them to.
Student Feedback: We will provide feedback to the activities that perform in the
lesson and answer any questions they may have while writing the TOD.

Students will be able to use the information and skills from this lesson in their everyday lives in order to improve their diets and increase their fitness levels
Grouping Strategies:
The class will be divided into 2 groups based on their birthday (January-June; July-December) For the grouping the food activity.
Descr
Planne Planned Supports: To ensure that the needs of all students in the classroom are met we have several different approaches to teaching embedded within the lesson. We
have open group discussions for students that learn best by communicating with others verbally, and we have a PowerPoint with key information along with pictures to
help visual learners better take in the information. We have physical activity in the lesson to get students moving to improve mood and blood flow to the brain and
multiple different activities that allow the students to do the talking, which in turn, means they are doing the learning.
Sources:
https://www.verywellmind.com/foods-for-a-better-mood-89889
https://www.boredpanda.com/interesting-food-facts-lorcan-fearon/?utm_source=google&utm_medium=organic&utm_campaign=organic
Date of Lesson: 2/14/2020 Class Time: 8:32- 10:07; 10:12 -11:47
School Name and Grade: WoodstockHigh School, 9th grade Technology Use: None
Length of Lesson : 95 minutes Number of Students: 34 students
Equipment/Supplies : powerpoint, Sticky Notes, Paper, 35 copies of coping Description of Facility: Classroom
worksheet
Cognitive:
1. When completing the Think-Pair-Share TSWBAT Compare and contrast how peer pressure is linked to emotional, intellectual, physical, and social health.
2.During the “Dealing with Negative situations” activity, and the “Sticky-note activity” TSWBAT Analyze a variety of positive and negative influences within their
family
Psychomotor:
1. During the Fishing for Healthy Relationships TSWBAT Analyze how the family influences the health of individuals
2.During the “Who Would You tell activity” TSWBAT Differentiate the relevant influences, including family, culture, peers, school, community, media,
technology, and public health policies, on mental and emotional health practices and behaviors.
Affective:
1.During the closure TSWBAT Analyze how peers and perceptions of norms influence personal healthy and unhealthy mental and emotional health behaviors.
National Standards:
Central Focus of Lesson: How do Relationships affect your Mental and Healthy Behavioral Outcome:
Emotional Health? HBO 2. Engage in activities that are mentally and emotionally healthy.
HBO 4. Prevent and manage emotional stress and anxiety in healthy ways.
Standard 1: Students will comprehend concepts related to health promotion He H.S.1.b. Describe the interrelationships of emotional, intellectual, physical,
and disease prevention to enhance health and social health
HE H.S1.b: Compare and contrast how peer pressure is linked to emotional, He H.s.2.A. Analyze how the family influences the health of individuals.
intellectual, physical, and social health H.S.2.C. Analyze how peers influence healthy and unhealthy behaviors.
HE H.S2.a Analyze a variety of positive and negative influences within their He H.S.7.b. Choose a variety of healthy practices and behaviors that will
family maintain or improve health.
Standard 2: Students will analyze the influence of family, peers, culture,

media, technology, and other factors on health behaviors.
MEH2.12.3 Analyze how peers and perceptions of norms influence healthy and
unhealthy mental and emotional health behaviors.
MEH2.12.4 Analyze how personal attitudes, values, and beliefs influence
healthy and unhealthy mental and emotional health behaviors.
MEH2.12.9 Differentiate the relevant influences, including family, culture,
peers, school, community, media, technology, and public health policies, on
mental and emotional health practices and behaviors.
Standard 7: Students will demonstrate the ability to practice health-enhancing

behaviors and avoid or reduce health risks.
HE H.S.7.b: Identify a variety of behaviors that avoid or reduce risks to self and
others
Prior Academic Knowledge & Prerequisite Skills: In their personal relationships, knowing what factors are positive and negative.
Academic Language:
Analyze- relationships
Peers- Someone else close in age (classmate, friend)
Influence- someone or something that has an effect on character, development, or behavior of someone or something, or the effect itself
Internal influences- factors that affect your feelings and emotions
External Influences- factors that affect outside things such as school, parents, work, friends
Coping strategies- are actions we take--consciously or unconsciously--to deal with stress, problems, or uncomfortable emotions.
Misconceptions:
-You are stuck in relationships
-You can change someone to turn the relationship into a positive one
-Only Dating Relationships can be toxic
Recap: Students will review from last lesson over how diet and physical activity can affect mental and emotional health. Students will
name 3 strategies they implemented into your diet and/physical activity that enhanced your mental and emotional health. Students will
lastly write down how their family and peers affect their mental and emotional health.
5-10 Minutes
Instant Activity: Snowball
Details: Have students take a sheet of paper and rip it in half. On one half of the paper have them write two positive things that come to
mind when they think of a relationship. On the other half of the paper have them write two negative things that come to mind. The
students will then crumple up the papers and throw them into two different buckets in the front of the room. Have the students get up
and get a random paper from each bucket, because they will be the ones reading the characteristics off the paper. Make a list of
positives and negatives on the board as they read them off and have a discussion about it.
Set Introduction:
Hello everyone and welcome back! I hope you are all having a wonderful valentine's day and are looking forward to the break coming 2 Minutes
up. Last week we talked about Diet and Exercise and their effects on MEH. Did anyone implement any healthy foods into their diet?
Great! Today we will be talking about relationships and how they affect MEH.
-Encourage them to share specific ways relationships affect their MEH.
PowerPoint: What is a Relationship? Who is Involved?

Details: Open a discussion with the class about what they think about a relationship and what it involves. As they list different people 5 Minutes
write a list down on the board for everyone to see.
Transition: Now that we have discussed the different types of relationships, we are going to analyze it.
Who Would you tell:

Details: Give the students the following scenarios and have them pair up with another student they have never worked with before. As
they are reading through the scenarios they will identify, from the list they created on the board before, who they would tell each
scenario to. Have the students identify who they told the most positive things to and who they told the most negative things to. Have 10 Minutes
them share with the class after they have shared with their partner. Ask students why they think they share with one person more than
the other person.
Scenarios:
1. You are failing a class because you do not understand the material and need a tutor.
2. You have not been doing your homework because you do not feel like it and are close to being kicked off the team.
3. Your friend is very depressed but does not want you to tell anyone.
4. You and one of your family members are not getting along and living with them is getting difficult.
5. Your parents/friend’s parents are going through a divorce.
Transition: Now that we have identified who we talk to, we are going to figure out the role peers have on our mental health.
PowerPoint: Intro
Details: Have students go over positive and negative characteristics of peers. Go over the model of analyzing influences:
When going over this slide, define the skill, discuss its relevance, and discuss the critical elements (this will cover steps 1 and 2 of the 5 Minutes
developmental process).
10 Minutes
-Tie in Social media, how it affects their MEH, and affects their relationships.
Transition: Now that we know how to analyze, and what peer pressure is we want you to answer a few questions.
Activity: Pressure Think-Pair-Share

Details: Have students write the following answers down on a piece of paper.
1. What is peer pressure?
2. What is the difference between negative and positive peer pressure?
3. Have you ever been pressured to do something you didn't want to do?
4. How can you prepare yourself for pressure? 15 Minutes
5. What is the hardest kind of pressure to resist? (Strangers, family, friends)
Transition: Now that we know what peer pressure is and have an idea on how it affects you, we are going to talk about positive ways to
deal with peer pressure and communicate in a positive way.
Activity: Dealing with Negative Situations

Details: Give students three scenarios and have them pick one. Have them follow the list above and have them write out at least two
options to handle the situation. They will do this by themselves then with a partner and share with the class. Before letting the students
pick a scenario and go through the steps, first model what that looks like with the class. Demonstrate the skill of analyzing as you work
through a scenario. (Step 3 of the developmental process). This activity also allows students opportunities to evaluate internal and
external influences in a variety of contexts that are relevant to their lives (step 4 of the developmental process).
1. Identify the situation
2. Is it external or internal?
3-5 Minutes
3. Why is it negative?
4. Come up with different options to handle the situation and consider the outcomes.
5. Always pick the one you think will have the best outcome.
6. Reflect on how you could have been better. 15 Minutes
Scenarios:
1. You found out that the person you sit next to everyday at lunch posted on their finsta that you were annoying.
2. The varsity coach said you were close to making the team but felt as if you were not dedicated enough to the team and wants
you to prove to them why you should be on the team,
3. You just found out from your best friend that your significant other is cheating on you.
Bathroom Break: Students will take a few minutes to take a break from working and use the restroom if they need to.
Activity: Fishing For Healthy Relationships:

Details: Hand the students a pile of pre-cut characteristics and the “Fishing for Healthy Relationships’’ worksheet. Students will work in
a small group of 5-6 people. They will grab one card from the pile and put it into a category (not important, somewhat, or very 10 Minutes
important). Students will have to communicate with each other and come to an agreement. After they have filled in the chart they will
share with the class the things they categorized. From there the students will list one thing that was influenced by the group and
identify their greatest necessity in a relationship. Students will do this for peers and again for family relationships.
Transition: Now that the students have identified characteristics important to them and started to consider the role that influences play
in relationships we will have the students spend time analyzing specific positive and negative influences that peers and family have on
their lives, and discuss how those influences affect their MEH.
Activity: Sticky Note 5-10 Minutes

Details: Give students two sticky notes and have them write positive things on one and negative things on another when it comes to
peer pressure. Have students put negatives on one side and positives on another. Have them all come grab one and find a new seat to
sit in. Go up and down the rows having students read the sticky notes. Ask for examples and write them on the board. After students do
this with peers, they will do it again with family influences. Ask students how this affects their MEH and ways they can better improve it.
Have them write it on a piece of paper. Here students are getting more practice time analyzing influences, specifically positive and
negative influences around peer pressure, providing students with a different context (step 4 of the developmental process).
15-20 minutes
Transition: Now that students have spent time analyzing influences, we want to spend some time making sure they understand how
these factors affect their MEH and review some potential coping strategies to help improve relationships as a whole.
PowerPoint: Go over slides: What factors influence your MEH when dealing with relationships? Ways to cope with relationships
Transition: Students have spent time discussing ways to cope with stressful relationships and now they will put those strategies into
practice
Activity: Coping Strategies

Details: Students will complete a positive vs negative coping strategies worksheet. The teacher will lead a group discussion on positive
and negative coping strategies and review example scenarios of people coping negatively with issues in their relationships. Students will
have to answer these three questions about each scenario. What consequences might result from this individual’s unhealthy coping
strategy? What healthy coping strategies could be helpful for the individual? What barriers might be preventing the individual from using
healthy coping strategies? After working together as a class through the example scenarios, students will fill out a worksheet that has
them identify a problem with a relationship they are currently dealing with. Then the student writes down two unhealthy coping
strategies they are currently using and possible negative consequences of those strategies. Afterwards, students will decide on three
healthy coping strategies they could use instead, as well as positive outcomes of using those strategies and possible barriers preventing
them from incorporating them.
Transition: At this point the students will have accomplished everything we wanted them to, now we need to wrap up the lesson, recap
on the important aspects of the lesson, and do our closure.
TIME ALLOCATIONS
CLOSURE ACTIVITIES
Closure Activity: 3-2-1 TOD
3-5 Minutes
Details:
Name 3 influences that can affect your mental and emotional health that relate to personal relationships
Name 2 positive or negative influences within your family
Name 1 coping strategy you are going to incorporate into your personal relationships
Here the teacher can check student progress of understanding the skills and provide students with feedback and reinforce the material
if necessary (step 5 of the skill development process).
How will you know whether students are making progress toward your learning goal(s) and/or how will you assess the extent to which they have met your
goal(s)? Use the chart below to describe and justify at least 2 formal or informal assessment strategies.
Assessment Strategy #1: Students will participate in group discussion and Alignment with Objectives: When completing the “think-pair-share” activity,
activities. the students will compare and contrast how peer pressure is linked to
emotional, intellectual, physical, and social health. During the “fishing for
healthy relationships” activity, students will analyze how the family influences
the health of individuals.

Student learning will be apparent during discussions. We can evaluate if
students are learning by seeing how their responses to our questions change
as the lesson progresses.
Student Feedback: Teacher will provide congruent feedback by walking around

and assisting students during group activities.
Assessment Strategy #2: Alignment with Objectives: Our ticket out the door is directed correlated to
the lessons objectives. The students will name 2 positive or negative influences
TOD: 3 - 2 - 1 within their family and list 3 influences that can affect their mental and
Name 3 influences that can affect your mental and emotional health that relate emotional health that relate to personal relationships.
to personal relationships.
Name 2 positive or negative influences within your family

The TOD will serve as evidence for student learning at the end of this lesson.
Name 1 coping strategy you are going to incorporate into your personal The content they provide on the sheet will serve as a check to see if they
relationships learned what we wanted them to.
Student Feedback:
We will provide feedback to the activities that perform in the lesson and
answer any questions they may have while writing the TOD.
Students will be able to use the information and skills from this lesson in their everyday lives. They will improve their mental and emotional health by acquiring
the skills needed to build positive relationships and understanding how relationships or family may influence their mental and emotional health.
Grouping Strategies: In our “who would you tell” activity students will be in partners with another classmate who they have never worked with before to get
them out of their comfort zone and to meet new people. To do this we will match up students with people on the opposite side of the room from them. In the
“fishing for relationships” activity students will be working in small groups (5-6 people). Students will have to work together and communicate with their peers
in order to complete the activity. These groups will be determined by the row’s students are sitting in.
Planned Supports:
To ensure that the needs of all students in the classroom are met we have several different approaches to teaching embedded within the lesson. We have open
group discussions for students that learn best through auditory means, and we have a PowerPoint with key information along with pictures to help visual
learners better take in the information. Students will also be grouped up in different ways throughout the lesson. This gives students the chance to work
individually, with a partner, and in a group.

Sources: https://www.therapistaid.com/worksheets/healthy-unhealthy-coping-strategies.pdf
Lesson Planning for Skills-Based Health Education, Sarah Benes, Holly Alperin
HEALTH EDUCATION LESSON PLAN TEMPLATE
Date of Lesson: 3/23/2020 Class Time: 8:32-10:07; 10:12-11:47
School Name and Grade: Woodstock/ 9th Technology Use: iPads or an electronic device for every student
Length of Lesson (Time): 95 minutes Number of Students:

34
Equipment/Supplies (be complete): Description of Facility: classroom
Sticky notes, iPads, posters, white board, dry erase markers.
Cognitive:
1. During the instant activity and building on social isolation activity SWBAT Explain the influences of public health policies on mental and emotional
health practices and behaviors.
2. During the “identifying reasons for our mood” activity SWBAT recall how environment and personal health are interrelated.
Psychomotor:
1. During the Public Health Policy activity SWABT analyze how laws, rules, and regulations influence mental and emotional health
2. During the Researching the media activity SWBAT analyze the effect of media and technology on personal, family, and community mental and
emotional health.
Affective:
1.During the improving you MEH activity SWBAT Choose a variety of healthy practices and behaviors that will maintain or improve health.
National Standards:
Central Focus of Lesson: Coping with COVID-19/ social isolation and public Healthy Behavioral Outcome:
health policies. HBO 2. Engage in activities that are mentally and emotionally healthy.
Standard 1: He. H.S.1. c. Analyze how environment and personal health are interrelated
1.12.3 Analyze how environment and personal health are interrelated. He. H.S.7 b. Choose a variety of healthy practices and behaviors that will
maintain or improve health.
Standard 2:
7.12.2 Demonstrate a variety of healthy practices and behaviors that will
maintain or improve the health of self and others.
HBO 2:
MEH2.12.1 Explain the influences of public health policies on mental and
emotional health practices and behaviors.
MEH2.12.6 Analyze how laws, rules, and regulations influence mental and
emotional health promotion and disease prevention.
MEH2.12.8 Analyze the effect of media and technology on personal, family,
and community mental and emotional health.
Prior Academic Knowledge & Prerequisite Skills:

Students have learned about health enhancing behaviors and things that effect their MEH throughout the past several lessons.
Academic Language:
Social Isolation: a state of complete or near-complete lack of contact between an individual and society
Health policy: decisions, plans, and actions that are undertaken to achieve specific healthcare goals within a
society
Misconceptions: The months we were off from school was a break.
Lesson Plan Details: Write a detailed outline of your class session including your instructional strategies, learning tasks, key questions, key transitions, student
supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could understand them enough to use them. Include
what you will do as a teacher and what your students will be doing during each lesson phase. Note: the statements and scaffolding questions in red below are
meant to guide your thinking and planning. You do not need to answer them explicitly or address each one in your plant. Delete them before typing your lesson
outline.

(Instant/Motivational Activity; Warm-Up & Review; Set Induction)
Introduction: Hello everyone and welcome back (or if this is being sent online) I hope you are all doing well and staying safe. It is nice to see
all of you through this confusing and unprecedented time. Today I want to spend time talking about social isolation, and social media 5 Minutes
throughout these past few weeks and how they affect us. I understand that we all have different perspectives, but it is essential to discuss this
so that we can find healthy ways to cope with it.
Instant Activity: Have everyone write their definition of social isolation and health policy on a sticky note and bring it to the font of the room.
Go over them and see how close to accurate students are. Then display the proper definitions on the board. Remind students that you will be
referring to these throughout the lesson.
Social Isolation: a state of complete or near-complete lack of contact between an individual and society
Health policy: decisions, plans, and actions that are undertaken to achieve specific healthcare goals within a
society
Transition: Have one student come to the board to be the writer for the next activity.
(Specific and detailed plan to facilitate student learning and skill development) (for each activity)
Building on Social Isolation: 5 minutes
Details: Ask the students how social isolation made them feel. Examples could be unmotivated, lazy, sad, depressed, anxious, scared, or some
may even feel relaxed and have taken it as a break. Have the writer standing in the front of the class write down the things that the students
share. After the students have shared, circle the most common response. If students are reluctant to share shout a word out, then ask how many
felt that way. Count their hands and tally it up. This purpose of this activity is to get the students to identify/recall how they felt.
Transition: Now that we know how you felt, we need to identify why you felt that way.
Identifying Reasons for our mood:

Details: Hang several large posters around the room labeled
1. Limit of interaction
2. Sold out of food 10 minutes
3. Lack of opportunity to obtain what you need
4. Media
Give students four small sticky notes. They are to label them 1-4 and put them on the posters. Students are ranking them from 4 leaving the
biggest impact on them during isolation, to 1 not so much of an impact. Identify the poster that had the most impact on students and ask them
why they think that is. Do the same for the one that had the least. Also acknowledge that they are all important even if they have the least
impact. (Step 2 of the development model).
Transition: Students have identified how social isolation made them feel. Acknowledge that these are all very understandable feelings. Now
we are going to identify the reasons we were in social isolation.
Public Health Practices:
Details: Now that students identified how being in isolation made them feel, it is important that they understand why they were in social
isolation. Ask students what a health policy was again and see if they are able to identify any that they have experienced. Some examples are
isolation, affordable testing and healthcare, waiving late fees, and declaring COVID-19 a major disaster for more funding. Have students write
their responses on a sticky note and put them on the board. Then go over them and tell them if it was or was not a health practice. Then go 10 minutes
over a slideshow that informs them of the PHPs for COVID-19. This is important because it allows students to see why they were is social
isolation, other than just to be safe. It also allows them to see why things are declared national disasters. Then have the students analyze if the
public health policies affect them. Do this by separating the sticky notes into either a positive or negative side on the board. Students can raise
their hands and put their heads down if they want to remain anonymous. If this is being taught online students can answer through Spiral. (step
1 and 2 of the developmental process).
Transition: We have identified how and why you felt a certain way during the COVID-19 isolation period, and why those things were in
place. Now we need to address what we can do to improve our MEH.
Improving your MEH:

Details: Ask students if they were able to come up with ways to get through social isolation. Write them down on the board. Then ask if they
can come up with any other ideas. Some examples are: 10 minutes
1. At home workouts. (Talked about in our other lessons)
2. Baking
3. Going for a walk (Talked about in our other lessons)
4. Art therapy (Talked about in our other lessons0
5. Cleaning
6. Meditating
Write these on the board and have students rank them from 1-10 on how effective they would be for them. (step3/4 of the developmental
model)
Transition: We have identified what, why, and how you felt during the COVID-19 spread. Now we can go over how we could improve your
MEH. You will now put it all together in a reflection. Have all the students check out an iPad.
Researching Media:
Details: One of the things we identified was that media has an impact on our MEH during social isolation. This could be in a positive or
negative way, but I want you to look that up. With your iPad you are going to look up an article that had a very large impact on you. If you do 25 minutes
not know of one you will find one. Then you will write a reflection on that article. The reflection needs to include:
1. The name and URL
2. How it impacted you
3. Why it impacted you
4. Is it a Health policy? Why or why not?
5. How you could switch your mindset from negative to positive. Or if this article made you think in a positive way, how you
could use this article to help others. (step 4and 5 of the developmental process).
CLOSURE ACTIVITIES TIME ALLOCATIONS

(for each activity)
(Wrap Up, Review, Transition)
TOD: Students will answer these questions on the back of their reflection: 5 minutes
1. List what social isolation and a health policy is.
2. List a specific health policy that was implemented during COVID-19.
3. List 3 ways you can improve your MEH in isolation.
-
Closing Statement: It was nice to see you guys again and I hope you are all doing well. Please try to implement these strategies into your lives
to improve your MEH. Thank you for having me for these past few weeks and take care of yourselves! (step 5 of the developmental process).
(Specific and detailed plan to assess student learning and skill development)
Assessment Strategy #1: Reflection Alignment with Objectives: This is meeting the 2.12.1 and 2.12.8 objectives.
Students are evaluating how media affected them, as well as public health
policies
This provides evidence of student learning because I will be able to see if they can
identify a coping strategy as well as identify how health practices and media affect
them. There is a rubric that goes along with this assignment as well. It covers skill
standards: MEH2.12.1 Explain the influences of public health policies on mental
and emotional health practices and behaviors and MEH2.12.8 Analyze the effect
of media and technology on personal, family, and community mental and
emotional health and He. H.S.7 b. Choose a variety of healthy practices and
behaviors that will maintain or improve health.
Link: Rubric
Student Feedback:
I will provide student feedback by walking around, answering questions, and
giving feedback on the sheets they have handed in.
Assessment Strategy #2: TOD Alignment with Objectives:

This is aligned with 2.12.3, 2.12.6, and 7.12.2. All of these are asking them to
identify or identify a way to improve their health.
Describe how this assessment strategy provides evidence of student functional
health knowledge or skill development addressed in the lesson.
I will know that students have learned by their definitions of a health policy, and
social isolation as well as their ability to list three ways to improve their MEH.
Student Feedback:
I will provide student feedback by walking around and answering questions.
Note: Add more assessment strategy boxes if needed.

(Specific and detailed plan to modify lesson to meet learning needs of all students)
This lesson implemented their knowledge of MEH form the other four lessons taught by incorporating coping strategies. It also is a lesson about a real-world problem
that students have never had to deal with before.
Grouping Strategies:
Students are not grouped in this activity.
Planned Supports:
This lesson meets the needs of students by having multiple different instructional strategies. These include personal research, sticky note activities, rating
activities, and some content. This allows students to make this lesson personal to them.

Sources: https://www.cdc.gov/coronavirus/2019-ncov/php/public-health-communicators-get-your-community-ready.html
Teacher Candidates: Kate

Date of Lesson: 02/28/2020 Class Time: 8:32-10:07; 10:12-11:47
School Name and Grade: Woodstock High School & 9th Grade Technology Use: None
Length of Lesson: 95 Minutes Number of Students: 34 students
Equipment/Supplies: Description of Facility: Classroom

coloring sheets and coloring supplies and 34 sheets of notebook paper
Cognitive:
1. During the physical activity station, TSWBAT describe healthy mental and emotional health practices and behaviors to improve the health of oneself
and others.
2. During the social media activity, TSWBAT analyze personal influences that are associated with social media that can affect their mental and emotional
health.
Psychomotor:
1. During the stress, anxiety, and depression station TSWBAT demonstrate different ways to improve their MEH.
2. During the relationships station TSWBAT demonstrate healthy behaviors and health practices pertaining to healthy coping strategies
Affective: Throughout the stations, TSWBAT incorporate one health enhancing strategy they can add to their everyday life.
National Standards:
Central Focus of Lesson: How Social Media Affects MEH and review of all the Healthy Behavioral Outcome:
unit topics (how SAD, physical activity, relationships, and social isolatation can HBO 2. Engage in activities that are mentally and emotionally healthy.
affect MEH) through stations. HBO 4. Prevent and manage emotional stress and anxiety in healthy ways.
Standard 1: Students will comprehend concepts related to health promotion HE H.S.1: g. Compare and contrast the benefits of and barriers to practicing a
and disease prevention to enhance health. variety of healthy behaviors
MEH1.12.3 Analyze how mental and emotional health can affect health-related H.S.2 e. Evaluate the effect of media on personal and family health.
behaviors. H.S.2 f. Evaluate the impact of technology on personal, family, and community
MEH1.12.16 Evaluate effective strategies for dealing with stress. health.
H.S.7a. Demonstrate individual responsibility for improving personal health.
Standard 2: Students will analyze the influence of family, peers, culture,
media, technology, and other factors on health behaviors.
MEH2.12.5 Analyze how some health risk behaviors influence the likelihood of
engaging in other unhealthy mental and emotional health behaviors.
MEH2.12.8 Analyze the effect of media and technology on personal, family,
and community mental and emotional health.
MEH2.12.9 Differentiate the relevant influences, including family, culture,
peers, school, community, media, technology, and public health policies, on
mental and emotional health practices and behaviors.
MEH2.12.10 Analyze the factors that influence opportunities to obtain safe,
accessible, equitable, and affordable products and services that support
mental and emotional health for oneself and others.
Standard 7:Students will demonstrate the ability to practice health-

enhancing behaviors and avoid or reduce health risks.
MEH7.12.3 Demonstrate healthy mental and emotional health practices and
behaviors to improve the health of oneself and others.
Prior Academic Knowledge & Prerequisite Skills: Students have previous knowledge in managing stress, anxiety, and depression from the previous lesson. They
also have information in diet and exercise as well as relationships and social isolation and their effects on MEH from a previous lesson.
Academic Language:
Barriers: obstacles that prevent something from happening.
Analyze: discover or reveal through a deeper examination.
Health enhancing: Things that can boost your health in a positive way.
Coping Strategies: are actions we take--consciously or unconsciously--to deal with stress, problems, or uncomfortable emotions.
Influence: someone or something that has an effect on character, development, or behavior of someone or something, or the effect itself
Internal influences- factors that affect your feelings and emotions
External Influences- factors that affect outside things such as school, parents, work, friends
Social Media: internet applications or websites where people can communicate with each other and world events that go on.
Public Health policy- decisions, plans, and actions that are undertaken to achieve specific healthcare goals within a
society
Misconceptions:
Implementing these healthy strategies into our lives is too much work and hassle. Healthy strategies only work for those who are already using them.
Instant Activity: Have students come in and sit in their seats. Have students answer the question “How would you feel if you had to give
up your phone for 24 hours? Why would you feel this way?” Have students share with the class and if they are reluctant to, switch into 3-5 minutes
small group discussions.
Set Introduction: Hello everyone and good morning! Welcome back I hope you all had a great break. Two weeks ago we talked about
relationships and how they affect our MEH and today we are going to talk about social media. After social media we are going to switch
to stations and review the things we have gone over these past few weeks.
-Remind them about a positive learning environment.
-Introduce ourselves.
Transition: Now that students have been informed of the ideas we are talking about we will move into a review from last week and
introduce the topic of today again.
PowerPoint- Have students do the review from last week's slideshow and answer questions. 5-10 minutes
Details: Students will get out a sheet of paper and answer the following questions. Two are about the previous lesson and one is about
the one we are about to teach: -What influences can affect your relationship as it relates to mental and emotional health?
- What coping strategies did you implement in your life as it relates to your personal relationships?
-How does social media make you feel?
Transition: After students have answered the “how does social media make you feel?” in the previous task move into the large group
discussion where you will dig deeper into this thought.
5 minutes
Large group discussion over social media:
Details- Facilitate a large group discussion over social media. Ask students questions like: How does it make you feel? How often do you
check it? Do you delete posts if you do not get enough likes (or know someone who does)? Do you ever feel stressed or upset due to
social media and its drama?
Transition: Now that you know students’ personal views on social media and how it makes them feel we will move into the content
slides that include the effects and coping strategies.
Content Slides: 10 minutes
Details: Go over the slides “effects on mental and emotional health,” “Coping strategies,” and “Influences.” These are all content
slides. Have students give examples of how social media could be both a positive and a negative thing as well as examples of how they
do to not allow social media to get to them (coping strategy).
Transition: Now that we have talked about the effects, the influences and ways to cope with it, we will have a deeper examination of
how these influences relating to social media can affect their mental and emotional health.
Large group discussion: Analyzing Influences 3-5 minutes
Details: Facilitate a large group discussion over the influences that affect their mental and emotional health as it relates to social media.
We have a specific list of influences such as parents, peers, partners, teachers and siblings that we will examine on a deeper level. The
discussion may have to be put into a small discussion if there aren't many answers or participation. We will ask students questions like
how specific influences affect their MEH relating to social media and having them identifying the pros and cons of each influence.
Transition: After the content slides and large group discussion, the students will do the activity practicing analyzing influences through
specific case studies.
Social Media Activity:

15 minutes
Details: Students will be split into groups based on different suits they are given in a deck of cards. After students are separated into
groups they will be given a different case study. They are as follows:
1. You make a tweet talking bad about a teacher/coach and a student brings it to their attention. The teacher/coach confronts you
and asks why you would post it and why you feel that way.
2. You post a snapchat with an alcoholic drink in your hand and someone screenshots it and sends it to your parents.
3. All of the sudden your friend blocks you on all social media platforms and you don’t know why, how do you handle that?
4. *against your better judgment* you went to a party and got too messed up. The next day you find out there is a video going
around of you past out on the toilet.
5. Your coach sees a picture someone posted on facebook/instagram in which you are flicking off the camera, while wearing your
uniform. He/she pulls you into his/her office to lecture you on how your actions reflect on the team. Your coach decides to
bench you for the next game.
Students will work in a group to come up with different ways to handle the situation. Write on the board the steps to analyzing
influences and walk them through an example first. The example case will be:
-You and all your friends (except for one) are hanging out and you post it all over social media. The one friend finds it and confronts you
about it. Students will identify the person and/or situation that is influencing them, if it is positive or negative, and how it affects them.
Skill cues:
1. Identify the influence

2. Analyze the influence (how do you know its influencing you, what messages are you receiving, how much is it influencing you)
3. Examine factors and impact (how do they affect my thoughts and values)
4. Consider an action plan
Transition: Students will now go back to their seats and prepare to engage in the social media review discussion.
Social Media Review:
2-3 minutes
What are some specific influences that affect your mental and emotional health?
What are some positive effects social media has on your mental and emotional health?
What are some negative effects social media has on your mental and emotional health?
How can you use social media in a positive way?

Brain Break:
Details: If time permits students will be able to use the restroom or get water.
Transition: Students will now be transitioning into stations. They will be given 12-15 minutes at each station. Two teachers (Kate and
Holly) will each have their own station. Two other teachers (Travis and Jack) will take a different station. Students will go to the location
of the activity, complete a recap and activity and then end with a mini closure before the group switches to the next. Students will be
grouped by a deck of cards. Clovers with Kate, Spades with Holly, Hearts with Travis and Jack.
Stress/Anxiety/Depression Station: Rate their mood + Coloring

Details: When students get to this center they will be implementing one of the many coping strategies I introduced to them in the
beginning. Students will be taking a break, by doing a coloring page at this station. When students first arrive they will write down on a 15 minutes
sheet of paper the things that are currently stressing them out. They will then rate their mood on a scale of 1-10. They will then be given
a coloring sheet and they will quietly complete it. After a 10 minute time period they will then rate their mood again and see if the stress
they were feeling before had gone down.
Physical Activity Station: Yoga

Details: When students arrive at this station, they will do a quick recap going over questions related to how physical activity can affect
15 minutes
their mood. Students will rate their mood on a scale of 1-10 before performing yoga exercises and after the yoga exercises. Students will
perform poses for 8 minutes. This activity is individual even though there will be others in the group. Students are to put their mind at
ease and think of a calm and quiet place when doing these exercises. Students should not be talking at all to other students that are
participating. They will then rate their mood after the activity. I will do a closure asking students if their mood has improved and will go
into depth about how participating in physical activity can enhance their mental and emotional health. I will also have them write down
one activity they can implement to their life to help them cope when going through adversity.
Relationships Station: Coping strategies and scenarios

Details: When students arrive at this station divide them into 3 groups of 3(possibly one group of 2). As a collective group run through
15 minutes
the healthy vs unhealthy coping strategies worksheet. Review positive and negative coping strategies, and lead the students through
the example scenarios and have them answer these three questions for each scenario: What consequences might result from this
individual’s unhealthy coping strategy? What healthy coping strategies could be helpful for the individual? What barriers might be
preventing the individual from using healthy coping strategies? Then in their groups students will work together to write down two
unhealthy coping strategies they are currently using and possible negative consequences of those strategies. Afterwards, students will
decide on three healthy coping strategies they could use instead, as well as positive outcomes of using those strategies and possible
barriers preventing them from incorporating them. If there is extra time, have groups share their worksheets with one another. Before
moving to the next station there is a small closure. Provide feedback to students and discuss the importance of the assignment(relate it
back to the objectives).
TIME ALLOCATIONS
CLOSURE ACTIVITIES
Closure: 5 minutes
Details: Have students write on the back of the same paper they wrote the introduction on. They answer the following questions:
- Out of the 4 topics we spoke about (Social media, SAD, Physical activity & diet, social isolation and Relationships) which one
MOST POSITIVELY affects your MEH? Which one most NEGATIVELY affects your MEH? And Why?
- What coping strategies can you use for the topic that negatively affects your MEH the most? (Have at least 3)
Closing Statement: I have loved teaching you and really hope that you are able to take something away from what I have taught you.
Remember that just about everything can affect your MEH but finding healthy ways to deal with it leads to a happy and healthy lifestyle!
Have a wonderful weekend.

How will you know whether students are making progress toward your learning goal(s) and/or how will you assess the extent to which they have met your
goal(s)? Use the chart below to describe and justify at least 2 formal or informal assessment strategies.
Assessment Strategy #1: Coping strategies worksheet Alignment with Objectives: During the coping strategies worksheet students
will show their ability to eliminate unhealthy coping strategies and replace
them with healthy ones. Students will analyze barriers to their coping
strategies, as well as list potential negative outcomes of continuing to
incorporate unhealthy strategies. This is done to deter the student away from
making unhealthy choices and promotes the demonstration of healthy
behaviors.
Evidence of Student Learning: Students learning can be seen by viewing the

end product of the worksheet. If completely correctly students will have
identified a current problem, listed unhealthy coping strategies they use,
consequences to those strategies, new healthy ways to cope, and potential
barriers to those healthy starts. Going through these steps helps students
achieve a higher level of thinking. At this level student learning is more
apparent as you can see them understanding how to make the healthier
decision.
Student Feedback: During the assignment the teacher should watch over the
students to provide feedback and to make sure the worksheet is being done
correctly. Feedback will also be given during a small closure before students
move to the next station
Assessment Strategy #2: TOD Alignment with Objectives: During the ticket out the door students will take
what they learned from the stations and apply it to the closing questions.

Student learning will be shown by the answers provided from the TOD. If they
are able to name four coping strategies and the one that works best for them
then I know that they were able to take something I taught with them. This
allows students to enhance their MEH by finding healthy ways to enhance their
health.
Student Feedback: During this activity the teachers will be walking around
answering any lingering questions and clarifying any confusion.

Building on Personal/Cultural/Community Assets: Students will be able to use the information and skills from this lesson in their everyday lives. They will improve
their mental and emotional health by acquiring the skills needed to use social media in a positive, healthy way.
Grouping Strategies: Students are grouped based on random card selection. We will be using a deck of cards to evenly distribute the groups.
Planned Supports:
In order to meet the needs of all students in the classroom, I have implemented a few different instructional strategies within this lesson. Open group
discussions will be used for those who learn best through auditory information, and a powerpoint with key information along with pictures to adapt for visual
learners. Depending on the students’ skill levels, the teachers will be prepared to break off and facilitate group discussion with a couple rows instead of the
whole class. This will help lower level thinkers engage and participate in the discussions.
Sources: Relationship worksheet- https://www.therapistaid.com/therapy-worksheet/healthy-unhealthy-coping-strategies
Resources:
https://nccd.cdc.gov/Youthonline/App/Results.aspx?
TT=A&OUT=0&SID=HS&QID=QQ&LID=XX&YID=2017&LID2=&YID2=&COL=S&ROW1=N&RO
W2=N&HT=QQ&LCT=LL&FS=S1&FR=R1&FG=G1&FA=A1&FI=I1&FP=P1&FSL=S1&FRL=R1&FG
L=G1&FAL=A1&FIL=I1&FPL=P1&PV=&TST=False&C1=&C2=&QP=G&DP=1&VA=CI&CS=Y&SYI
D=&EYID=&SC=DEFAULT&SO=ASC
https://www.gadoe.org/schoolsafetyclimate/GSHS-II/Pages/GSHS-Results.aspx
Links to Power Points:
Stress, Anxiety, and Depression
https://docs.google.com/presentation/d/1HLih-tul11gGfrjPBqfm-poYFhFJeJltZ-hA0pPn9-E/edit?usp=sharing
How relationships affect MEH:

https://docs.google.com/presentation/d/10ZpdR8uqvuAbNBjgH7pSnKZCSZOySKeQIcU5Jut6G-g/edit?usp=sharing
How diet and exercise affect you MEH:
https://docs.google.com/presentation/d/1UT0-9z0b7L4u_kv0foDWwhXQG7Js1hojzjeRcKV6bJc/edit?usp=sharing
Social Media and Review:

https://docs.google.com/presentation/d/1U7ooJ1L1F75gbu3PqoqSEpiU0Hl5V6zWLfm18K-BMGo/edit?usp=sharing

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Kate Casagrande

Health Education Curriculum and Instructional Unit Project.

Personal Health &

Alcohol, Tobacco &

Section 4 - Supporting Students

 Section 5 - Assessment Methods and Student Evaluation

HEALTH EDUCATION LESSON PLAN TEMPLATE

Date of Lesson: 1/31/2020 Class Time: 8:20-10:05am and 10:10-11:47 am

Length of Lesson : 95 minutes Number of Students: 34 Students

● MEH1.12.1 Analyze the interrelationship of physical, mental, emotional,

MEH1.12.16 Evaluate effective strategies for dealing with stress. (HBO 4)

Identify- things that cause stress, anxiety, and depression

Cope- deal effectively with something difficult.

LESSON INTRODUCTION TIME ALLOCATIONS

Powerpoint: Go over Stress on the powerpoint and Handouts

Activity Handout: What Stresses me out 20-35 minutes

Brain Break: Relax

PowerPoint: Go over Anxiety on the PowerPoint

Discussion: What are your triggers?

Scenario 1: I have access to healthy meal options at home

Scenario 2: I have a close family member that vapes/smokes

Scenario 3: I’ve purchased something off an an instagram ad

Brain Break: Teasers 5 minutes

PowerPoint: Go over Depression on the slide

Activity Handout: Replacing Negative thoughts

Activity Handout: Emotional Bingo

Closure: Reflective Ticket out the door

List 1 influence you didn’t realize was affecting your health.

EVIDENCE AND FORMATIVE ASSESSMENT OF STUDENT LEARNING

Evidence of Student Learning:

Note: Add more assessment strategy boxes if needed.

UTILIZING KNOWLEDGE OF STUDENTS TO PLAN AND IMPLEMENT EFFECTIVE INSTRUCTION

Building on Personal/Cultural/Community Assets:

RESOURCES AND ACKNOWLEDGEMENTS:

HEALTH EDUCATION LESSON PLAN

Date of Lesson: February 7, 2020 Class Time: 8:20-10:05am and 10:10-11:47 am

Length of Lesson: 95 minutes Number of Students: 34 Students

National Standards Addressed: GPS Assessed:

Standard 7: Students will demonstrate the ability to practice health-enhancing

Evaluate- Influences on healthy and unhealthy behaviors.

Lesson Plan Details:

LESSON INTRODUCTION TIME ALLOCATIONS

Instant Activity: 3-2-5

LESSON BODY TIME ALLOCATIONS

PowerPoint: Go over slide: Key terms

Activity: Influences affecting diet and fitness

Activity: Group those foods

Activity: Mind Map

Brain Break: 2-3 minutes

Activity: Rate your mood based on an emoji 2 minutes

Activity: Physical activity in the gym 15 minutes

Activity: Rate your mood on a scale of 1-10 2-3 minutes

PowerPoint: Go over slide - How do influences affect physical activity?

Activity: Scenarios 5 minutes

EVIDENCE AND FORMATIVE ASSESSMENT OF STUDENT LEARNING

Evidence of Student Learning: Student learning will be apparent during

Student Feedback: Teacher will provide congruent feedback by walking around