ASSIGNMENT 08
MICRO-TEACHING: POWERPOINT50 Points
Now that Joyce has taught us how to create an effective PowerPoint that includes critical thinking questions and engages students, you will create and present a lesson using PowerPoint for the assigned unit topic in Health Ed or P.E. Your PP will teach the SS assigned to you (see below). In addition to the SS attached, you must use two additional good sources to add ADDITIONAL MATERIAL/FACTS/CONCEPTS you wish to teach for the assigned topic. (You will have an APA bibliography at the end of your PPT that includes the two additional sources.)
Our purpose here is NOT to have you develop a complete Scope and Sequence that takes days and numerous resources. You will complete this type of work in other courses. This assignment will help you PRACTICE developing and presenting an effective PowerPoint, and begin getting you used to doing presentations and planning short lessons. Teaching with technology must be practiced!
Guidelines for Lesson and Rubric for Evaluation
The formal Lesson Plan:15 Points
1-2 pages, 10 point font, single-spaced
In the format specified below; adequate depth of content to teach the subject matter
Includes link to the PowerPoint
Planned for 15 minutes
Appropriate for assigned grade level
The PowerPoint20 Points
Introductory slide with appropriate information and an attention-getting title
Font type, style and color is legible on screen and when printed
Background provides appeal without distraction
Appropriate images are used
Includes at least two links:
to sites that include information that reinforces or teaches content for the lesson;
to a short video that teaches content for the lesson;
to a quiz or knowledge inventory about the subject matter;
or other appropriate site
No grammatical errors on slides
7-10 slides, including bibliography of sources
Transitions and slides used effectively
End slide lists the two new sources used – APA format (remember there is a document at HES 237 Moodle page that shows you how to do APA format)
The Presentation15 Points
Presenter is very well prepared
Clear introduction and closure to the lesson
Uses professional language; easy to hear
Engages learners in the lesson
Use of notes is appropriate but not distracting; presenter knows material well
FORMAT FOR LESSON PLAN
Your Name:
Lesson Title:
Grade Level for Lesson:
SCOPE AND SEQUENCE OR FACTS/CONCEPTS TO BE TAUGHT TO STUDENTS:
Paste what was assigned here.
STANDARDS and PERFORMANCE INDICATORS
You will leave this blank until you complete HES 355-360 sequence.
GOAL OR PURPOSE OF THE LESSON:
This is the “why” of the lesson. Write your goal for the lesson from your perspective as a teacher.
Example: The lesson will improve student knowledge of stress, stressors and the effects of stress on dimensions of wellness, and help students recognize the importance of managing stress in effective ways.
INSTRUCTIONAL OBJECTIVE (S) FOR STUDENTS:
What the teacher hopes to accomplish within the lesson in terms of student learning; objectives describe how the teacher will achieve the goal. What will students be learning that shows they are moving toward accomplishing the goal?
I will see about 2 objectives for this lesson plan; objectives are clearly connected to the SS and goal for the lesson.
Example:
Obj. 1: Through PowerPoint discussion, students will be able to define terms such as stress, stressor, and categories of stressors.
Obj. 2: After the introductory and closure activities, eighth graders will be able to explain ways that stress affects family, community and self.
Obj. 3: By completing the online knowledge inventory, each student will be able to properly categorize examples of stressors into the appropriate category and explain the importance of stress management.
VOCABULARY FOR LESSON:
What key vocabulary or content-specific terms or phrases will you teach?
How will you ensure that these terms or phrases are clearly understood by students?
Example for this lesson:
Students will define the following terms: Stress, Stressor, Categories of Stressors, Effects of Stress on Self, Family, and Community.
Students will demonstrate knowledge of the terms and ability to use them correctly following the closure activity and PowerPoint.
MATERIALS NEEDED:
List the materials you will need to teach this lesson.
PowerPoint Presentation –link here
Closure Activity Sheet -Concept Map on Types of Bullying (attached to
lesson plan)
ANTICIPATORY SET OR LAUNCHING THE LESSON:
How will you begin this lesson? Here are a few suggestions for a meaningful introduction to immediately capture and engage students in the lesson:
-pose a problem or ask a question
-have students do a brief knowledge inventory or quiz on scope and sequence
-do a demonstration or use props to illustrate a point
-have students read a short excerpt or story online or as part of PowerPoint
-do a short skit or use a song
-etc.
Example for this lesson:
Teacher walks into the classroom holding a clock, a calendar, some papers, and a cell phone. Place all the items on the desk, look puzzled/frustrated and then ask:
“What do all these items have in common?” Discuss student responses and help them see the connection to STRESS and STRESSORS PowerPoint.
TEACHING ACTIVITIES/LESSON IMPLEMENTATION:
Following the Anticipatory Set activity described above, teacher will show the PowerPoint. Link to PowerPoint here…
During the PowerPoint, students complete the attached note-taking guide.
All students participate at least one time in discussion during the PowerPoint.
CLOSURE TO THE LESSON:
*The closure is neither a repetitive activity nor does it teach new information. Writing exercises, games, concept or thinking maps, response letters, post knowledge inventories, etc. work very well.
GATHERING EVIDENCE OF LEARNING:
A teacher must understand and be able to use formal and informal assessment strategies to evaluate learning.
What evidence will you have that your teaching is effective—that the students in your class have accomplished the objectives?How will you assess how students are doing during the lesson?
Assessment is complicated and you will learn much more about assessment when you take
HES 355-360 so include the category but leave it blank in this lesson.
SAVE AS: aahe-std4B
You will do final editing and post in Standards Table for Health Ed.
Write the DRR for this Artifact.
TOPIC ASSIGNMENTS
Student Name / Topic*Because some of you have not yet had the HES 355-360 sequence where you design units, I am attaching the SS that you will teach using PowerPoint. / Grade Level / Date You Teach
Derek / Understanding Anger and Conflict / 9-12
Jordan / What Contributes to Unhealthy Dietary Choices? / 9-12
Bobby / 9-12
Sean / Understanding Bullying / 7-8
Cody / Guidelines for Aerobic Exercise / 7-8
Marty / Wellness and Health-Related Fitness / 7-8
DEREK: Scope and Sequence for your lesson -PLUS TWO MORE SOURCES To Help You Add CONTENT
Excerpt from Unit Prepared by Bobby Elwell
I.. Understanding Conflict and Anger
A. Anger is “an emotion varying in intensity from mild irritation to intense rage that is often accompanied by physiological changes that prepare the body for fighting” (Meeks, Heit, & Page, 2011, p. 104).
1. Anger with limits and full awareness can protect the whole body; key is to balance emotions.
2. Stress links to anger through the “fight-or-flight” response because it is responsible for angry behavior (Romas, 2007, p.111).
3. Frustration is a form of anger that “results when we are not able to achieve a desired goal in a given time” (Romas, 2007, p. 109).
B. Why does anger occur?
1. Stress is a huge reason for anger. A person who is under a lot of pressure tends to get angry more easily.
2. Failure to accomplish what one thinks they can is directly attached to anger.
a. Unrealistic expectations are often at the root of most anger.
1) To experience a “fairy tale” relationship
2) Become a famous actor or entertainer
3) Score 100% on a test you are not properly prepared for
4) Become a professional athlete
b. Inability to manage anger in healthy ways.
1) When anger is not handled it continues to upset you until it is eventually handled.
3. What influences anger (Nock, 2008, online)?
a. Peers
1) Friends choosing to hang out with somebody other than you.
2) Friends not wanting to do what you want to do.
3) Being shunned by a group of kids for whatever reason.
b. Family
1) Seeing family members or role models easily “blow a fuse” when angry can send a message to a teen saying this is ok to do.
2) Established rules like curfew, daily chores, amount of freedom, especially if they differ between siblings (Managing conflict with teens, 2009, online).
3) Poor communication and listening skills between parents/guardians and children.
c. Biology
1) The changes within the body can influence anger. Changes in hormonal levels can cause mood swings and confused emotions.
2) Puberty is “the time when your body begins to develop and change as you more from kid to adult” (Gavin, 2007, para. 1).
3) Changes in behavior, mood, and coping are caused by the increased production of testosterone in boys and estrogen in girls.
d. Media
1) Countless examples of aggression in TV, movies, and music towards the opposite sex, parents, people who are different than you, etc.
2) Media tells us what is normal and not normal, driving emotions against things that are not perceived as normal.
C. What is conflict and where does it come from in our lives?
1. Conflict can be defined as “a struggle or contest between people with opposing needs, ideas, beliefs, values, or goals” (Managing conflict with teens, 2009, online).
a. Conflict, like anger, is inevitable, but how you handle it determines whether it is a positive or negative part of life.
2. Where can conflict come from (Romas, 2007)?
a. Opposing goals
1) One teammate thinks everything should be all about winning, the other teammate thinks the team should be focused on equal playing time and opportunities.
2) In a peer group, one friend wants to keep it a small, exclusive group while another friend wants to befriend other people and grow the group.
b. Differing styles and personalities (Wainwright, 2010, p. 1)
1) People may have different priorities in their lives, culturally or religious are examples.
2) These may inform people how to behave, in extreme cases differences can lead to violence and war.
3) Style of leadership in an organization, extremes are a dictatorial style can cause resentment where a relaxed style can foster uncertainty.
4) Differing ethics resulting from family backgrounds, education, religious beliefs and life experiences, some people can find it difficult to avoid conflict when ethics are different.
II. Anger and Conflict management
A. Excessive anger and unhealthy management can result in numerous problems and illnesses (Romas, 2007, p. 114).
1. Illnesses or diseases:
a. Relationship to cardiovascular disease, heart attack, and high blood pressure (HBP) (Disease Statistics, 2010, para. 2)
1) Competitive and aggressive people increase their risk of heart-
related issues.
2) People who display signs of aggression have thicker artery walls putting them at a higher risk of HBP and heart attacks.
3) Anger can cause chest pains due to the narrowing of blood vessels caused by stress, poor choices, etc.
b. Relationship with peptic ulcers
1) Anger can cause increased secretion of gastric juices which is the ultimate cause of ulcers.
2) Anger can impair healing.
c. Relationship with stroke
1) Anger may be a trigger for strokes.
2) Competitive and aggressive people are at a higher risk of strokes.
3) 30% of reported stroke patients experienced some form of anger within 2 hours of the stroke (Anger, Negative Emotion May Trigger Stroke, 2004, para. 6).
d. Relationship to migraines (Fassino, 2007, p. 1)
1) One significant predictor of migraines are temperament variables.
2) Oftentimes these will compromise social functioning and work
performance.
3) People who suffer migraines usually have a difficult time with anger management.
e. Relationship to weight gain (Chillot, 2010, pp. 1-2)
1) Men and women who test high on hostility and anger tend to weigh
more.
2) Men who suffer from high levels of anger gain the most weight
with aging.
3) Anger can make people less likely to exercise or eat healthy; can cause conflict resulting in higher stress levels.
2. Destroys relationships (Inong, 2010, p. 1)
a. Anger is a negative emotion that can ruin a relationship in silence.
b. Much like depression, it hurts the person and everyone who is involved with that person.
c. Anger makes communication extremely difficult and even when it is possible it can be tough to do in a civil, respectful manner.
3. Increased drug use and abuse (Anger and Substance Abuse, 2005, p. 1)
a. Underlying anger problems can be the trigger to alcoholism, drug addiction, and substance abuse.
b. Addictive behavior and substance use can be a way of relieving people from the problems that their anger causes.
c. This can be a result of not knowing how to properly manage anger.
d. High drug use and abuse can contribute to illegal behavior.
B. Conflict management strategies and system (Meeks, Heit, & Page, 2011)
1. I-Messages are “a message that shares your feelings and thought, containing a specific behavior or event, the effect of the behavior or event on the person speaking, and the resulting emotions” (Meeks, Heit, & Page, 2011, p. 58).
a. Allow individual to assume responsibility for feelings and share them.
b. I-messages do not attack the other person and allow the person to respond without being defensive.
c. Example: “I feel upset about us not talking earlier because I wanted to catch up.”
2. Active Listening is “a way of responding that shows that the listener hears and understands” (Meeks, Heit, & Page, 2011, p. 104).
a. Active listener can respond in 4 different ways:
1) Ask for more information with a clarifying response
2) Repeat in their own words
3) Summarize the main idea
4) Acknowledge and show appreciation for the speaker through words and body language
b. This shows interest in the other person and what is going on in his/her life.
3. A compromise/negotiation is when two sides of a disagreement come together to reach a middle ground.
a. To come to a compromise people must first realize that it is an option
you can use.
b. Stress communication because compromise is impossible without knowing how each side is feeling about a given situation.
c. Both sides must make equal contributions to the compromise.
d. Before making a final decision, be sure that all issues are handled and there are no lingering feelings.
4. Defusion is the use of strategies to allow a cooling off period and time to consider options (Herman, 2010, p. 65).
5. Avoidance is finding ways to not become involved in a potential conflict and trying to divert situation to a less stressful doings (Herman, 2010, p. 65).
6. Peer mediation is a strategy that allows a third party to defuse situations of conflict or disagreement (Herman, 2010, pp. 65-66).
a. Steps of peer mediation:
1) Peer mediator sets ground rules and asks participants to
restate rules.
2) Each side explains situation in his/her own words.
3) Each side shares possible solutions.
4) Peer mediator offers input on possible solutions.
5) All parties weigh pros and cons of possible solutions.
6) A decision is reached by all parties.
7) Possibly a written agreement is signed by all parties if it is a severe situation.
8) Set a follow-up meeting to discuss the decision and progress that was made.
JORDAN SS for your lesson.PLUS TWO MORE SOURCES TO ADD DETAIL
Excerpt from unit prepared by Robbie Porter
I. What contributes to unhealthy dietary choices?
- Media messages (Bronson, 2011, pp.14 & 15)
- Media has various methods for communicating information to people around the world via technology. The continuous influences of media messages can put on enormous pressure when making a decision (p.14).
- Examples of media:
- Radio
- Internet
1) Over thousands of health websites and information exist around the world and are available online with just one click.
2) When looking for accurate and safe information look for sites with .gov or .edu, those sites are maintained by professional health organizations. American Medical Association and Centers for Disease Control and Prevention (CDC).
3) HONcode is run by the Health On the Net Foundation and is devoted to improving quality of online health information and follows strict codes of conduct (pp.14 & 15).
- Television
1) About 35% of teens today in the United States watch three or more hours of TV on an average school day (p.14).
2) On average teenagers will see over 11,000 ads for poor quality foods on television each year (USDA, 2008, para. 12).
- Magazines and Newspapers (Time, 2010, para. 10)
1) A research team calculated the nutritional content of a 2000 calorie a day diet containing only foods that were advertised on TV and found out that it would exceed the government’s recommended daily amount of fat by 20 times and had 25 times the recommended daily intake of sugar( p.14).
2) Dietary TV marketed ad’s provide less than half the recommended daily servings of fruit, vegetables, and dairy (pp. 14 & 15).
3) Over 75% of US food manufactures advertising budgets and 95% of US fast food restaurant budgets are allocated to television (p.15).
4) Advertisement from television and billboards has an image that persuades teenagers to try new (unhealthy) foods that are cheap and easy to get their hands on (p. 15).
- What messages are there about dietary choices and food (Bronson, 2011)?
- Body image
1) “the mental representation a person hold bout his or her body at any given moment in time, consisting of perceptions, images, thoughts, attitudes, and emotions about the body” (Insel & Roth, 2008, p.423).
2) All types of professional idols use advertised products such as diet pills, plastic surgery, performance-enhancing drugs, and many more to form an image of what people believe to be healthy.
3) The “thin” is beautiful image affecting dietary choices.