HEALTH LESSON PLAN

Teacher: Miss Campbell NATIONAL HEALTH EDUCATION STANDARDS

Grade Level: 4th
Unit: Violence Prevention
Lesson # 1
NYS HEALTH EDUCATION STANDARDS
Date: 3/6/23
HIGHLIGHT those that apply:
1. Students will comprehend concepts related to health promotion
and disease prevention to enhance health.

HIGHLIGHT those that apply:
1. Personal Health and Fitness - Students will have the necessary
knowledge and skills to establish and maintain physical fitness,
participate in physical activity, and maintain personal health.
2. A Safe and Healthy Environment - Students will acquire the
knowledge and ability necessary to create and maintain a safe and
healthy environment.
3. Resource Management - Students will understand and be able to
manage their personal and community resources.
Health Education Overarch Skill (Select One):
❑ Self-Management
❑ Relationship Management
2. Students will analyze the influence of family, peers, culture,
media, technology, and other factors on health behaviors.
3. Students will demonstrate the ability to access valid information,
products, and services to enhance health.
4. Students will demonstrate the ability to use interpersonal
communication skills to enhance health and avoid or reduce
health risks.
5. Students will demonstrate the ability to use decision-making
skills to enhance health.
6. Students will demonstrate the ability to use goal-setting skills to
enhance health.

Health Education Skills Focus (Select One) 7. Students will demonstrate the ability to practice health-enhancing
❑ Stress Management behaviors and avoid or reduce health risks.
❑ Decision making 8. Students will demonstrate the ability to advocate for personal,
❑ Planning and Goal setting family, and community health.
❑ Advocacy
❑ Communication

Functional Knowledge Area (check one)

❑ HIV/AIDS ❑ Physical Activity & Nutrition ❑ Family Life/Sexual Health

 ❑ Alcohol & Other Drugs ❑ Tobacco ❑ Violence Prevention
❑ Sexual Risk ❑ Mental Health ❑ Unintentional Injury
❑ Other Required Health Areas
Objectives/ Student Learning Target: Lesson Goal (s):

Today I will learn what a conflict is and understand the best way for me to
personally solve a conflict (which may be different than others based on
the situation), so I can make a cartoon about a conflict and how I decided
to resolve it. I will know I have it when I can name some conflicts that I
have experienced and decide if I solved them in the correct manner.
1. Students will identify and explain to a partner one difference
between a conflict and bullying, so that they understand what
they can try to resolve on their own and what requires adult
attention.
2. To increase student conflict resolution and communication
skills by 50%, so that students are able to self-advocate in
simulated conflict situations to reduce violence.

Enduring Understandings: (See the Health Guidance Document)
Personal strategies can be learned to develop and enhance healthy
behaviors and to avoid, reduce and cope with unhealthy, risky or
potentially unsafe situations.
Essential and Guiding Questions: (See the Health Guidance
Document)
What health knowledge and skills do I need to know and be able to
do to be safe and healthy and achieve the NYS and National
Standards?

Who or what impacts my ability to be safe and healthy and avoid

violence?

How can I personalize health and safety knowledge and skills related
to violence?
Materials needed Adaptations for students with special needs:
- 22 Papers with journal question
- 22 pencils Provide a copy of the notes, give them a shorter version of the comic
- Smart board strips (less boxes), re-read directions and check on them often,
- Internet access pairing with their classroom aide, have them sit closer to me and the
- Canva PowerPoint board, provide their table with an example that they can look at any
- Example of a cartoon/comic strip time they need to, take them to a quieter location if needed, work as a
whole group (4 instead of 2).
- Timer
- 20 Copies of the conflict ideas
- 15 copies of each type of cartoon template
Lesson Summary – Including specific functional knowledge, skills, teaching strategies Assessment Information (Evidence)
SEE THIS LINK TO HAVE ACCESS TO PRESENTATION. THAT GOES ALONG WITH THE LESSON: (Method of monitoring student learning)
https://www.canva.com/design/DAFciKt3hTU/Er2RoF8roVuIZ3Q1gC65Fw/view?
utm_content=DAFciKt3hTU&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
Anticipatory Set: (7 minutes) Is the assessment (Circle One):
Formal or Informal
What are the students doing? Answering a Guiding journal question Identify the assessment moment (Circle One):
Diagnostic, Formative or Summative
Directions: Have slide one pulled up. As students enter the classroom have them pick up the paper Assessment Type (Circle One):
that asks them “What is one time you were involved in a conflict, and how did you solve it?” or Information Recall, Product, Process
“Please draw one time you were involved in a disagreement, and how you fixed it?” (Let them or Performance
choose which one they want to do). Students will answer this question on the paper and then put
their paper into the turn it in bin. Start the timer and give them 5 minutes to work after giving a
quick example to begin class – make sure they know this does not have to be perfect.

Teacher Modeling: Once students have settled in, go over one example of what they could write.

Problem that could go wrong: Students choose the conflict paper and do not know what a
conflict is.
Solution for that problem: Ensure that you are walking around the room checking that students
understand the question.

Problem that could go wrong: Students refuse to do their work.

Solution for that problem: Make sure students know that this is being collected and is a part of
their participation grade.

Problem that could go wrong: Students are unsure of what to write.

Solution for that problem: Give students an example at the beginning of class. Tell them that if
they have never been in a conflict, come up with a made up one.

How will you check for understanding before moving on? Have a few volunteers share what they
believe a conflict is and share what they wrote. (If no one wants to share, give your own
experiences, this will help them feel more confident and know that it is okay, conflict is normal).

Before moving on, go over today's joke of the day (slides 2 and 3), agenda (slide 4), and have
students read the objectives aloud as a class (slide 5).
Lesson Summary – Including specific functional knowledge, skills, teaching strategies Assessment Information (Evidence)
SEE THIS LINK TO HAVE ACCESS TO PRESENTATION. THAT GOES ALONG WITH THE LESSON: (Method of monitoring student learning)
https://www.canva.com/design/DAFciKt3hTU/Er2RoF8roVuIZ3Q1gC65Fw/view?
utm_content=DAFciKt3hTU&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
Content/New Learning: (10 mins) Is the assessment (Circle One):
Formal or Informal
Input (new knowledge) – Direct/interactive instruction Identify the assessment moment (Circle One):
Diagnostic, Formative or Summative
Directions: Use slide 6. Bring students to the carpet and explain to them that a conflict is a Assessment Type (Circle One):
disagreement or argument. Make sure that they know conflicts are normal and we even have Information Recall, Product, Process
internal conflicts. Now, there is a big difference between conflict and bullying, one is something or Performance
that you can sometimes handle, the other is not okay in any way.

*play the first video on this page: https://pacerkidsagainstbullying.org/what-is-bullying/conflict-

vs-bullying/ *
Explain to students that the big take away from the video is that with a conflict, no one feels
unsafe, and it will result in a change of behavior. With bullying, it is not likely to end on its own
and one person will feel hurt or harmed. Ask students if they have questions.

Now that students know the difference between a conflict and bullying, Ask them “how do you
deal with them?” Explain that with bullying, you need to tell an adult but with a conflict often
times you can deal with them on your own.

Ask students if anyone can help brainstorm some examples of a conflict? – record these on slide 7.

Now ask them how did they resolve (define the work resolve – find a solution) those conflicts?
(call on students to share and give them feedback). Record their answers on slide 8. On slide 9 are
some examples of ways to solve conflicts, call on different students to read these. Explain to
students that a lot of the time, they can solve conflicts on their own. If they are unable to, then they
should tell an adult.

Teacher Modeling: Give some of your own conflicts and resolutions for those conflicts.

Problem that could go wrong: Students share a conflict that they did not handle correctly (ex.
sister made me mad and I punched her)
Solution for that problem: Be prepared for these and tell students that there are better ways to
handle the situation and that is why we are learning this.
Lesson Summary – Including specific functional knowledge, skills, teaching strategies Assessment Information (Evidence)
SEE THIS LINK TO HAVE ACCESS TO PRESENTATION. THAT GOES ALONG WITH THE LESSON: (Method of monitoring student learning)
https://www.canva.com/design/DAFciKt3hTU/Er2RoF8roVuIZ3Q1gC65Fw/view?
utm_content=DAFciKt3hTU&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
Problem that could go wrong: Students do not want to participate in the discussion.
Solution for that problem: Let the students write their responses on the white board (they love
being able to use the board). Also, remind them that to earn a stamp they must be participating.

How will you check for understanding before moving on? Use slide 10- Ask students to share
with a partner what the difference is between conflict and bullying. Tell them when they are
finished to put one hand on their head and turn their voices off. Only give them about 30 seconds
to do this.

Lesson Activities/Guided Practice: (25 mins) Is the assessment (Circle One):

Formal or Informal
Cooperative Learning Identify the assessment moment (Circle One):
Diagnostic, Formative or Summative
Directions: Slide 11- For this part of the lesson, students will be putting their new learning to the Assessment Type (Circle One):
test. Students will be creating a conflict cartoon. For this, students will work with one other person Information Recall, Product,
at their table. The pair must first brainstorm a conflict, and then how the conflict was resolved. Processor Performance
Then, they will draw this conflict using a comic strip. This can be a conflict that they have
experienced in real life, or something that they have made up. They will have the option to choose
which type of comic strip they would like (5, 7, or 9 boxes). Show students an example (slide 12
and example cartoon paper, or another students previous work).

Before you send students to their tables, ask them what a good partner looks and sounds like.
Explain to them that they must work cooperatively with their partner.

When students are finished they may put it in the turn it in bin.

*Please walk around the room to make sure students are on task and understand what they are
doing. Ask them what their conflict is and how they are going to resolve it*

Teacher Modeling: Go over some examples of conflicts and how they are resolved. Show
students examples of the conflict cartoons.

Problem that could go wrong: A student does not have a partner.

Solution for that problem: If there is a student who is missing someone at their table, have them
check for others who are missing/do not have a partner. If there is an odd number, allow that
Lesson Summary – Including specific functional knowledge, skills, teaching strategies Assessment Information (Evidence)
SEE THIS LINK TO HAVE ACCESS TO PRESENTATION. THAT GOES ALONG WITH THE LESSON: (Method of monitoring student learning)
https://www.canva.com/design/DAFciKt3hTU/Er2RoF8roVuIZ3Q1gC65Fw/view?
utm_content=DAFciKt3hTU&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
student to choose whether they would like to work alone or join another group.

Problem that could go wrong: A group can not agree on what to draw.
Solution for that problem: Give them ideas on things that they can draw (this is a conflict; they
can draw this and figure out how to solve it) or offer them the sheet with ideas of conflicts titled
“Role Play Conflict Resolution”. If they still can not solve their conflict, assign them jobs and
their topic.

How will you check for understanding before moving on? Ask students what two things their
cartoon must have (a conflict and its resolution).

Have slide 13 up on the board while students work.

After about 15 minutes stop students and see where they are at, if 70% or more groups are done or
almost done, tell students they have 5 more minutes to finish up. If most groups are not done, tell
students not to rush and that we will finish them next class. At the end of 20 minutes, stop students
and make sure all projects are turned in (finished or not).

Closing: (5 mins) Is the assessment (Circle One):

Formal or Informal
Summary of new learning: Identify the assessment moment (Circle One):
Diagnostic, Formative or Summative
Directions: Allow groups to share what they drew. This is a great way to get students thinking Assessment Type (Circle One):
about their own conflicts and how to best handle them. Information Recall, Product, Process
or Performance
Slide 14- After a few have shared, have students brainstorm with their table group a few different
ways to resolve conflicts. At the end, have each table share one thing that their group came up
with.

Problem that could go wrong: Students cannot think of something

Solution for that problem: Offer them ideas; relate it back to the conflict cartoons.

How will you check for understanding before moving on? Pair & Share- At the end, have each
table share one thing that their group came up with.
 Lesson Summary – Including specific functional knowledge, skills, teaching strategies Assessment Information (Evidence)
SEE THIS LINK TO HAVE ACCESS TO PRESENTATION. THAT GOES ALONG WITH THE LESSON: (Method of monitoring student learning)
https://www.canva.com/design/DAFciKt3hTU/Er2RoF8roVuIZ3Q1gC65Fw/view?
utm_content=DAFciKt3hTU&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
Homework/Independent Practice:
None

References, research, theories, model program and resources:

Conflict vs. bullying. Pacer. (2023). Retrieved March 7, 2023, from https://pacerkidsagainstbullying.org/what-is-bullying/conflict-vs-bullying/

Gavin, M. L. (Ed.). (2018, August). Taking charge of anger (for kids) - nemours kidshealth. KidsHealth. Retrieved March 7, 2023, from
https://www.kidshealth.org/en/kids/anger.html

Gilbert, G. G., Sawyer, R. G., & McNeill, B. (2015). Health Education: Creating Strategies for School and Community Health (Fourth ed.).
Sudbury, MA: Jones and Bartlett.

Hazler, R. J., Miller, D. L., Carney, J. V., & Green, S. (2010). Adult recognition of school bullying situations. Educational Research, 43(2),
133–146. https://doi.org/10.1080/00131880110051137

New York State Education Departmemt. (2005, November). A Guidance Document for Achieving the New York State Standards in Health
Education. Retrieved March 7, 2023, from http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/
guidancedocumentfinal1105.pdf

Rigby, K., & Bagshaw, D. (2010). Prospects of adolescent students collaborating with teachers in addressing issues of bullying and conflict in
schools. Educational Psychology, 23(5), 535–546. https://doi.org/10.1080/0144341032000123787

This lesson plan format was adapted by the Department of Public Health and Health Education at SUNY Brockport from the Greece
CSD Health Lesson Plan Format.
On August 21, 2021, Revision 4

References for the development of this form:

1. Harmon, K, Marzano, R., (2015) Practicing Skills, Strategies & Processes, Classroom Techniques to Help Students Develop
Proficiency. Learning Sciences International, West Palm Beach, FL.
2. Herbert, PC, Lohrmann, DK,. (2011) It’s All in the Delivery! An Analysis of Instructional Strategies From Effective Health Education
Curricula, Journal of School Health, 81:258 – 264.
3. Joint Committee on National Health Education Standards. (2007). National Health Education Standards: Achieving Health Literacy
(2nd ed.). American Cancer Society. Standards only available online at:
https://www.cdc.gov/healthyschools/sher/standards/index.htm.
4. Student Support Services Center. (n.d.). School Health and Health Education. Retrieved April 11, 2019, from
http://www.gvboces.org/NYS_SSS.cfm?subpage=212893
5. The University of the State of New York, State Education Department. (2005). A Guidance Document For Achieving the New York
State Standards In Health Education. Albany: NY, New York State. Available online at
http://www.p12.nysed.gov/sss/documents/GuidanceDocument4.25.update.pdf
6. The University of the State of New York, State Education Department. (2015). Health Education. Retrieved April 11, 2019, from
http://www.nysed.gov/curriculum-instruction/health-education
7. The University of the State of New York, State Education Department. (1996). Learning Standards for Health, Physical Education
and Family and Consumer Sciences. Albany: NY, New York State Education Department. Available online at
http://www.p12.nysed.gov/ciai/health/healthPEFACSLearningStandards.pdf

Use this link if needed for extra comic strips: https://www.papertraildesign.com/wp-content/uploads/2020/08/Comic-Book-Template-

3.jpg