Lauren Hauser 12-2-08

Lauren Hauser 12-2-08

Health Ed 1Dr. Fopeano

Lesson Plan

2.2 E

Section A. (Overview)

Background Information:

Grade:6

Number Of Students: 30 students

Length of Lesson: 40 Minutes

Rationale: This is an extremely important lesson for students at this age because leadership roles begin to play a large part in each child’s life. Middle school is a time for student’s to grow and develop with their peers and work together to achieve common goals.This lesson will help students realize that each one of them is unique and offers an immense amount of useful information and have their own special qualities; it’s my job to help them discover and contribute those qualities to others. All students are equal and should have the same opportunity. After this lesson I hope students will understand why it is important to become a leader, and work together with other students to achieve a task.

Resources:

-Each student will need an object (any object will do)

-Paper

-Pen or Pencil

References:

-Meeks, HeitP.ComprehensiveSchool Health Education, Totally Awesome Strategies for Teaching Health. McGraw Hill, 2006.

-"New Jersey Core Curriculum Standards." State of New Jersey Department of Education. 21 Apr. 2008 <

Anticipated Difficulties: I imagine this lesson going quite smoothly with not many difficulties. Some potential areas that might cause difficulty are with students who may not be as socially adjusted, more shy than others, students with autism or other learning disabilities. This activity focuses on group work and each student’s individual perspective on things. This lesson is geared toward these students in order to bring out their personalities and qualities as a student and show it to their peers.

Section B. (Standards, Objectives)

NJCCC Standard: STANDARD 2.2 (Integrated Skills) All students will use health-enhancing personal, interpersonal, and life skills to support a healthy, active lifestyle.

E. Leadership, Advocacy, and Service

1. Compare various forms of leadership and implement appropriate leadership strategies when serving in a leadership role.
2. Evaluate personal and group contributions towards the achievement of a goal or task, analyze a group’s ability to improve its performance, and provide appropriate feedback.
3. Develop and articulate a group’s goals and vision.
4. Compare the use of cooperative and competitive strategies to achieve a group goal and recommend strategies to keep a group on target and free from conflict.
5. Discuss how individuals can make a difference by helping others, investigate opportunities for volunteer service, and participate in activities through school or community-based health or service organizations.

Student Lesson Outcomes:

Psychomotor:

-The students will be moving around the room while working in groups discussing the various objects.

-The students will be actively writing their own thoughts about the object, possibly drawing what they think they see in the object.

Cognitive:

-The students will understand that all students are equal, and each has unique qualities or traits.

-The students will learn their fellow peers insight on what they perceive about the same object everyone is looking at and sees as something different, from outside of the box.

Affective:

-The students will work together to organize their own thoughts within their groups.

-The students will be positive and support other students with their opinions throughout the entire class period.

-The students will encourage other peers to participate share information to others.

Section C. (Learning Experience)

Introduction: At the start of class, I will have an index card on each student’s desk with a designated number randomly distributed with the numbers one through six written on them. This will indicate when the activity is introduced; the students’ may get up and assemble themselves into the correct group which is labeled on their card and at the station assigned within the classroom. When the students take their seats at the beginning of class, I will instruct them to leave the cards alone until explained what they are for a few minutes later in the class. Once that is understood, I will introduce the lesson on leadership and advocacy. I will define what both words mean, then ask the class what they think the terms mean in their own words. Following the class’ responses, I will instruct the students to individually think of a minimum of three people in the world who they view as leaders or advocates of something. I believe by introducing the subject of leadership and allowing the students to provoke new thoughts on who they see as a leader or advocate shows each person’s individuality.

Content: After the introduction, I plan to ask the students to write down a list of a minimum of three people throughout the world who are leaders in their minds. Up to five minutes of thinking and writing down their thoughts, I plan to the have the each student share at least one person on their list to the class by raising their hands, waiting to be called on to respond. Once each student mentions one individual, we will begin an activity called combined brains. I will then place students in six groups of five to work on the main activity for the day. Each student will need an object to discuss for the activity, just about any object will do. ( i.e. paper cup, shoe box, trash can, etc.) Each student will also need a writing utensil. First, I will hold up an object from one of the students and tell them to make a list of ways they could use it. Each student should be making his/her own list without help from classmates during this period of time, even though they are in a group setting.Depending on time restraints, you may want to put a time limit on them, a maximum of two to three minutes per object. If you have plenty of time, let them go until they run out of ideas. Next, I would have each student count his/her answers and ask who has the most, then write each students total on the front board. Following the individual’s totals, I would let each group have five minutes for all the students to read their list out loud to their groups, but not repeating another group members’ response, if an idea was already mentioned. After, I would figure out the total number of uses for that object that the class was able to come up with and then write that number on the board. Lastly, I would tell the class that the individual who had the most ideas had x number of answers, but the class was able to come up with x number of answers by working together to achieve the task. As a wrap up to the activity, the class would discuss the importance of sharing ideas, combining their brains to gain more ideasand reflect on personal and group contributions towards the achievement of a task. I planon analyzing each group’s ability to improve its performance, and provide appropriate feedback.

Procedures: My introductory portion of the lesson should last about five to ten minuteswhich will include the definitions of leadership and advocacy. Also, the students’ thinking about who they perceive in leadership roles then to write down their thoughts, followed by a discussion period on who the students’ view as leaders in the world. Next, I would transition right into the activity on combining the brains of the students’.I will then put students into random groups of five, using the numbered index cards I placed on their desks at the start of class. Once the students think on their own about each object then the group will voice their ideas and make a list of all the similar or different suggestions. The students will get 20-25 minutes to complete the combining brains activity and work with the other members in the group. After all the ideas are tallied, I will figure out each groups total and see who has the highest amount and tell the class, which will take two to three minutes. Lastly, once the activity has ceased I will have the students return to their seats for a wrap up discussion.

Closure/Culminating Experience: The culminating experience or closure to this lesson is a wrap up class discussion about the activity. Everyone will talk about what students had in common and what the differences they had. I feel as if this will give students a better understanding that everyone is different and has their own views and opinions about how they perceive things. I will then close the lesson for the last five minutes of the class by reiterating how each individual is unique, and that anyone can set an example, be a leader or advocate for what they believe. To complete the class, I will inform them that on an upcoming assessment, either a quiz or an assignment on the topic of leadership will be reviewed and applied at a future date.

Section D. (Lesson Analysis)

Student Assessment:

NJCCC Standard: STANDARD 2.2 (Integrated Skills) All students will use health-enhancing personal, interpersonal, and life skills to support a healthy, active lifestyle.

E. Leadership, Advocacy, and Service

1. Compare various forms of leadership and implement appropriate leadership strategies when serving in a leadership role.
2. Evaluate personal and group contributions towards the achievement of a goal or task, analyze a group’s ability to improve its performance, and provide appropriate feedback.
3. Develop and articulate a group’s goals and vision.
4. Compare the use of cooperative and competitive strategies to achieve a group goal and recommend strategies to keep a group on target and free from conflict.
5. Discuss how individuals can make a difference by helping others, investigate opportunities for volunteer service, and participate in activities through school or community-based health or service organizations.

-I will simply monitor students while in groups to make sure they are sharing their thoughts and opinions during the activity.

-The group summation will exemplify how students perceive the objects and may tell more information about that individual.

-The activity and discussion will demonstrate the expression of each student’s position behind their personal thoughts and educate their peers about what they are thinking.

-The students will cooperate in order to achieve a set goal while using a competitive attitude in efforts to reach a higher number in the activity over the other groups.

-During the activity and after I will evaluate the students contributions to the group and provide feedback on what was positive and some things to work on.

Teacher Assessment:

-Did the students enjoy the lesson?

-Did I meet the standards I sought out to teach?

-Was the lesson organized enough for this activity?

Evaluation:

-How can I change the lesson next time to meet my objectives in other ways?

-Are there any changes my teaching style that can be beneficial for students?

-Did all the students participate as a group member?