health unit plan- secondary

8/10/2019 Health Unit Plan- Secondary

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Cody Ross

Health Unit Plan- Tobacco6th Grade

Williams Middle School

Taught 11/7/14-11/18/14


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Unit Outcomes, State Standards & Assessment

Grade Level____6thGrade_______

Unit Outcomes

Students will be able to

Reference

MACF

Standards

by number

Assessments

(B) Demonstrate ways of refusing and of

sharing preventive health information about

tobacco with classmates, to make healthy

informed decisions about tobacco.

MA CF #

10.8

-How to say NO skit

presentations.

-How to say NO refusal

techniques

-Test

-Teacher Observation

(C) Identify the risk behaviors related to

tobacco, as well as the effects of tobacco

on the body and the effects it can have one

someoneslife.

MA CF #

10.6

-Class worksheets

-HW reflection on movie

-Test


(A) Identify internal factors, such as

character and external factors such as

family, peers, community, that influence the

decision of young people to use or nottobacco

MA CF #

10.7

-Class worksheets

-How to say No skits


-Test


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Block PlanDay ____1______

Focus/Outcomes/Essential Qs:

(C) SWBAT Understand the

importance of maintaining a

healthy lifestyle in order to

accomplish goals in life.

(A) SWBAT Feel the impact of

seeing others get their

hypothetical dreams ripped off

their neck.

(B) SWBAT Discuss the

importance of maintaining a

healthy lifestyle to be able to

reach goals in life.

Supplies/Materials/Technology:

25 Straws

25 coffee stirrers

2 balloons

Cut out Ties

Practice tie papers

String

Markers

Ties of Success PowerPoint

Computer

Projector

Learning activities including

pedagogical strategies:-Intro to Unit

-Ties of success

-Demonstrations of the

internal effects of tobacco

-Closure Review Questions

Day ____2______

Focus/Outcomes/Essential Qs :

(C) SWBAT Identify the areas of

the body that are affected by

the use of tobacco.

(A) SWBAT Work cooperatively

to draw the effects of tobacco

on the body using a large piece

of paper and an outline of the

human body.

(B) SWBAT Draw the areas of

the body that are affected by

the use of tobacco on a outline

of a person.


Butcher Paper

Markers

Smoking effects PPT

Smokeless Tobacco PPT

Smoking tobacco handout

Smokeless Tobacco Worksheet

Exit Slip


pedagogical strategies:

-Tobacco and My Body

-PPT on Smoking Tobacco

-PPT on Smokeless Tobacco-Exit Slip

Assessment(s):

Studentsability to participate

Day_____3______


(C) SWBAT Identify what

caused the subject of the

movie to become addicted to

tobacco and how that affected

her life.

(A) SWBAT Express their

opinion on whether using

tobacco is a risk worth taking

or not.

(B) SWBAT Describe the how

the subject of the movie got

addicted to tobacco and how it

affected her life.


I Cant Breath Video

Video Worksheet



-Set the stage for the movie

-Movie on the effects of

tobacco

-Reflection worksheet

-Closure Questions

Assessment(s):

Studentsability to watch the

video and answer questions by

the teacher.

Students ability to complete


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Assessment(s):

Students ability to participate

in the Ties of Success activity.

Students ability to answer

questions posed by the

teacher about the internal

effects of the body.

cooperatively during the

Tobacco and My Body activity.

Students ability to answer

questions posed by the teacher

during the presentations about

smoking and smokeless

tobacco.

the reflection worksheet based

on the movie.


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Day ____4______


(C) SWBAT Identify what they

value in a friend and how they

choose their friends.

(A) SWBAT Work cooperatively

with classmates when

performing a skit

demonstrating how to say

No skit.

(B) SWBAT Demonstrate how

to say No to tobacco andmake healthy life choices

through performing a skit


How to say NO packet

Thinking about your friends

worksheet



-HW Discussion

-Thinking about friends

worksheet

-How to say No worksheet

-How to say No skits

-Closure

Assessment(s):

The students will be assessed

on their ability to work with

their partner to complete the

worksheets given in class.

Day ____5______


(C) SWBAT Identify the

dangers of tobacco and how to

make healthy decisions about

tobacco.

(A) SWBAT Respect the rules

of the classroom by not talking

or looking anyone elsespaper

during the test.

(B) SWBAT Demonstrate

knowledge of the dangers oftobacco and refusal skills to

make healthy life choices.


Test



-Study Time

-Test

-Silent reading or drawing

Assessment(s):

The students will be assessedon their ability to answer the

test questions correctly.


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The students will be assessed

on their ability to present a skit

on how to say no.


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Grading System

Test- 30%

The students will complete a test at the end of the unit. The test will cover all the

information covered in the unit.

Class participation- 20%

Students will be assessed on how much they participate in class and their ability to

come to class prepared with their binder, agenda, and a pencil.

HW- 20%

The students will have HW assignments throughout the unit. This includes parent

signatures on the text and binder checks.

Binder- 30%

The students must keep a binder throughout the class with all the worksheets and

handouts. They must keep an up to date table of contents that matches the one displayed inthe classroom. The students are responsible for keeping up to date and must come to the

teacher as soon as possible to get any worked missed when out.

Resources:

I Can't Breathe: A Smokers Story[Motion picture on VHS]. (1999). Mass. Dept. of Public

Health.

Right Decisions Right Now: Be Tobacco Free. (2014). R.J Raynolds Tobacco Company.

Staff, M. (n.d.). Quit smoking. Retrieved November 10, 2014.

http://www.mayoclinic.org/healthy-living/quit-smoking/in-depth/chewing-tobacco/art-

20047428?pg=1

Tackmann, D. (n.d.). Tobacco and My Body. In Hands-On Health. New York, New York:

Glencoe McGraw-Hill.

The Real Truth About Tobacco. (n.d.). Retrieved November 3, 2014, from

https://www.healthteacher.com

Whalen, Shannon, and Dominick Splendorio. Tools for Teaching Health: Interactive Strategies

to Promote Health Literacy and Life Skills in Adolescents and Young Adults . San

Francisco: Jossey-Bass, 2007. Print.
http://www.mayoclinic.org/healthy-living/quit-smoking/in-depth/chewing-tobacco/art-20047428?pg=1http://www.mayoclinic.org/healthy-living/quit-smoking/in-depth/chewing-tobacco/art-20047428?pg=1http://www.mayoclinic.org/healthy-living/quit-smoking/in-depth/chewing-tobacco/art-20047428?pg=1http://www.mayoclinic.org/healthy-living/quit-smoking/in-depth/chewing-tobacco/art-20047428?pg=1http://www.mayoclinic.org/healthy-living/quit-smoking/in-depth/chewing-tobacco/art-20047428?pg=1


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Assessment Analysis

I gave all the students a formative assessment at the end of the unit. I gave my students

a written test. The test consisted of 5 multiple-choice questions and 5 true false questions. The

students also had to list 5 body parts affected by tobacco and 5 strategies of saying No. All

the information asked on the test exists on either a worksheet or handout given to the

students. The purpose of the assessment was to gage the students knowledge of the

information covered and to hold them accountable for doing the worksheets and learning the

material. This assessment also proved as a valuable resource for myself as a teacher to see if

my content was expressed in a method where the students learned it.

The students did very well on the test overall. 100% of the students were able to list 5

body parts affected by tobacco. This information was covered with an interactive activity at the

beginning of the unit and reviewed through the lesson including within the video. The parts of

the test that the students struggled the most with were the information related to smokeless

tobacco. This information was covered in the second half of a lesson. The first half of the

lesson was a PPT on smoking tobacco. The second half was another PPT on smoking

tobacco. Looking back at the lesson the students sat still the whole time and listened to me talk

a lot. Seeing that the students did the worst on these questions this tells me that this was my

most ineffective instruction. The class did very well on the rest of the questions on the test. I

only really saw one weak spot on the test and I don't blame that on the students, I blame that

on myself. If I were to re-teach this unit I would defiantly find another way of giving the students

the information on smoking and smokeless tobacco. Or at least space the PPTs out so they

don't fall on the same day.


9/22

HEALTH LESSON PLAN

Mr. Ross

11/07/14

School:Williams Middle School Lesson #:1 Grade: 6 Class size: 24

Unit/Theme: Tobacco Lesson Focus: Internal Effects of Tobacco on the Body

Objectives (must be measurable, use action verbs and include elements of success)

Cite appropriate standards from MA Comprehensive Health Curriculum Frameworks

By the end of the lesson, students should be able to:

(C) SWBAT Understand the importance of maintaining a healthy lifestyle in order to accomplish

goals in life. NHES: 4.2.2; MACF: 7.2

(A) SWBAT Feel the impact of seeing others get their hypothetical dreams ripped off their neck.

NHES: 4.2.2; MACF: 7.2

(B) SWBAT Discuss the importance of maintaining a healthy lifestyle to be able to reach goals in

life.NHES: 4.2.2; MACF: 7.2

Materials/Supplies/Lesson Preparation

25 Straws

25 coffee stirrers

2 balloons

Cut out Ties

Practice tie papersString

Markers

Ties of Success PowerPoint

Computer

Projector

Special Accommodations (How will the special needs of individual students be met?)

If a student has an IEP they will be given the accommodations needed to be successful in class.

References/Resources (include books, articles, websites, etc.)

Whalen, Shannon, and Dominick Splendorio. Tools for Teaching Health: Interactive Strategies to

Promote Health Literacy and Life Skills in Adolescents and Young Adults . San Francisco: Jossey-Bass,

2007. Print.


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The Real Truth About Tobacco. (n.d.). Retrieved November 3, 2014, from

https://www.healthteacher.com

Opening (activator/instant activity)

Intro To Unit:The teacher will inform the students that they will be starting a new unit. This unit will

focus on the tobacco. Over the course of the unit they will be learning about the effects that tobacco

has on the body and how to say No to tobacco. The teacher will ask the students to turn to their

partner and talk for 2 minutes about everything they know about tobacco.

ProceduresStep by step description of teaching strategies/methods/pedagogy to be used. (Include

time frame for each activity, transitions, extensions/adaptations, cooperative learning techniquesjig

saw, pair/share, etc.)

Preparation:

Hand out worksheet

1) Ties of Success- During this activity the students will write down some of their goals in life or

bucket list items. They will start by doing so on a simple hand out with an outline of a tie on it

and then move to a thicker cut out tie. They will nicely write their top 5 or 6 items on their cut out

tie. The next step of the activity involves the students standing in a circle and using the string to

tie their ties around their neck. The teacher will look at all the ties and ask a couple for students

to explain more, or tell the class how the plan on accomplishing this goal. Then the teacher

chooses a couple of students and tells them that unfortunately they did not take care of their

health and they are not able to accomplish any of their hopes and dreams. The teacher will rip

the ties off the students necks and crumple them up. The teacher will then lead a discussionabout the importance of maintaining a healthy lifestyle to be able to accomplish goals in life.

2) Demonstrations of the internal effects of tobacco- The teacher first show a garden hose and

compare it to a straw. The garden hose represents a blood vessel without being affected by

tobacco. The straw represents a blood vessel of someone who uses tobacco. Next the teacher

will blow up two balloons, the first balloon represents a normal alveoli. The second balloon will

have holes poked in it. This balloon will represent what happens to the alveoli from tobacco.

Assessment:

Students ability to participate in the Ties of Success activity.

Students ability to answer questions posed by the teacher about the internal effects of the body.


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Closure/Summarizer

2 mins- Review Questions:

What is important when setting life goals?

What is the most important part of yourself?

The teacher will preview what will be going on in the next class.

Notes/Reflection (to be completed right after you finish teaching a particular lesson)

What did you accomplish? How much did the students learn? What would you leave the same and

what might you change in the future to improve this lesson?

Make sure to get the students into the right mindset for the activity. The students were laughing when I

was taking ties off of students. That was not the goal. Make sure to set expectations about laughing

really quickly and don't let the students get out of hands.

The students really liked the demonstration.


12/22

HEALTH LESSON PLAN

Mr. Ross

11/07/14

School:Williams Middle School Lesson #:2 Grade: 6 Class size: 18-25

Unit/Theme: Tobacco Lesson Focus: External Effects of Tobacco and Smokeless Tobacco




(C) SWBAT Identify the areas of the body that are affected by the use of tobacco. NHES: 1.8.9;

MACF: 10.6

(A) SWBAT Work cooperatively to draw the effects of tobacco on the body using a large piece of

paper and an outline of the human body. NHES: 4.8.1; MACF: 7.5

(B) SWBAT Draw the areas of the body that are affected by the use of tobacco on a outline of a

person. NHES: 1.8.9; MACF: 10.6


Butcher Paper

Markers

Smoking effects PPT

Smokeless Tobacco PPTSmoking tobacco handout

Smokeless Tobacco Worksheet

Exit Slip

Special Accommodations (How will the special needs of individual students be met?)\



Staff, M. (n.d.). Quit smoking. Retrieved November 10, 2014.http://www.mayoclinic.org/healthy-

living/quit-smoking/in-depth/chewing-tobacco/art-20047428?pg=1

Tackmann, D. (n.d.). Tobacco and My Body. In Hands-On Health. New York, New York: Glencoe

McGraw-Hill.
http://www.mayoclinic.org/healthy-living/quit-smoking/in-depth/chewing-tobacco/art-20047428?pg=1http://www.mayoclinic.org/healthy-living/quit-smoking/in-depth/chewing-tobacco/art-20047428?pg=1http://www.mayoclinic.org/healthy-living/quit-smoking/in-depth/chewing-tobacco/art-20047428?pg=1http://www.mayoclinic.org/healthy-living/quit-smoking/in-depth/chewing-tobacco/art-20047428?pg=1http://www.mayoclinic.org/healthy-living/quit-smoking/in-depth/chewing-tobacco/art-20047428?pg=1http://www.mayoclinic.org/healthy-living/quit-smoking/in-depth/chewing-tobacco/art-20047428?pg=1


13/22


Tobacco and My Body-Students will be in groups of 3 to 4. Each group will have a sheet of butcher

paper to work with. They will outline one of the students bodies on the butcher paper. The teacher will

explain to the students that they need to be careful when tracing a students body not to get

marker on their clothes.After tracing out the body, they will draw the different body parts on theoutline showing what parts of the body are affected by tobacco. After the students finish each group will

present their poster and students will add other parts of the body that other groups had that they didn't.

Then the teacher will point out any major body parts that the students dont have on their posters.




Preparation:

Hand out worksheet

1) PPT on Smoking-

a) The teacher will present a PPT on the effects of smoking. This information will be some

review and some new information.

b) The students will also have a handout with all the information.

c) While the teacher presents the PPT they will stop the class and ask clarifying questions.

The teacher will also have the students turn and talk about different parts of the

presentation.

2) PPT on Smokeless Tobacco

a) The teacher will present a PPT on smokeless tobacco the the issues surrounding it.b) The students will have a handout that they will need to fill in some blanks, for definitions

and health problems. As the presentation goes along the teacher will stop it periodically

to make sure the students are able to fill in all the blanks.

Assessment:

Studentsability to participate cooperatively during the Tobacco and My Body activity.

Studentsability to answer questions posed by the teacher during the presentations about

smoking and smokeless tobacco.

Closure/Summarizer

2 mins- Exit Slip- The students will fill out a 3, 2, 1 exit slip asking them 3 things they learned, 2 things

they are confused about, and 1 question they have.


14/22




The students really liked the tobacco and my body activity. I ended up hanging them up on the wall.

They liked seeing their work up on the wall when they came into class.

The PowerPoints were fine but should not have been done on the same day. The students lost their

focus at the start of the second PowerPoint. I needed to get them moving in between or save one of the

PPTs for another lesson


15/22

HEALTH LESSON PLAN

Mr. Ross

11/07/14


Unit/Theme: Tobacco Lesson Focus: I Can't Breathe Video




(C) SWBAT Identify what caused the subject of the movie to become addicted to tobacco and

how that affected her life. NHES: 1.8.9; MACF: 10.6

(A) SWBAT Express their opinion on whether using tobacco is a risk worth taking or not. NHES:

1.8.9; MACF: 10.6

(B) SWBAT Describe the how the subject of the movie got addicted to tobacco and how it

affected her life. NHES: 1.8.9; MACF: 10.8


I Cant Breath Video

Video Worksheet




I Can't Breathe: A Smokers Story[Motion picture on VHS]. (1999). Mass. Dept. of Public

Health.


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Set the stage for the Movie- The teacher will explain that the class today will consist of watching a

movie about the effects of tobacco. The teacher will explain that they have never smoked a cigarette so

they cannot give a real life experience. This video will talk about one persons story and how tobacco

negatively affected their life.




Preparation:

Hand out worksheet

1) I Cant Breath Video- The students will watch the I Can't Breath video and start to work on the

worksheet that goes along with it. The teacher will stop the video periodically to ask clarifying

questions to the students to ensure they are watching and to help them understand the content

being delivered.

2) Reflection Worksheet- After the movie the students will be given time to work on their

reflection worksheet. They will have the rest of class and they can discuss their answers with

their seat partner.

3) HW- The students will finish the worksheet for homework if they need to. They should be

prepared to discuss their answers at the beginning of the next class.

Assessment:

Studentsability to watch the video and answer questions by the teacher.

Studentsability to complete the reflection worksheet based on the movie.

Closure/Summarizer

2 mins- The teacher will ask the students the following questions:

How did Tobacco impact the women in the movies life?

Could her troubles have been avoided?

The teacher will also give a preview of the next class. And inform the students that there will be a test

on Tuesday.


17/22




The movie got some bad reactions. When I set the stage for the movie I think I needed to warn the

students more that there might be some graphic images. I had one student who left the room and

became ill. Other students were complaining about the graphic images. I explained during the next

lesson that the movie showed what actually happens to people who smoke


18/22

HEALTH LESSON PLAN

Mr. Ross

11/14/14


Unit/Theme: Tobacco Lesson Focus: How to say NO




(C) SWBAT Identify what they value in a friend and how they choose their friends. NHES: 2.8.1;

MACF: 10.6

(A) SWBAT Work cooperatively with classmates when performing a skit demonstrating how to

say No skit. NHES: 1.8.9; MACF: 10.8

(B) SWBAT Demonstrate how to say No to tobacco and make healthy life choices through

performing a skit NHES: 1.8.9; MACF: 10.6


How to say NO packet

Thinking about your friends worksheet





HW Discussion- The students will share some of the answers to their questions about the tobacco

movie shown in the last class. The teacher will ask the students that after watching the movie if they

have any interest in smoking tobacco. The teacher will tell them to think back to this movie in a couple

years when you are tempted to smoke a cigarette.


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Preparation:Group students for groups.

1) Thinking about your friends worksheet- The students will complete a worksheet that has

them think about what types of activities they like to do and what types of activities their friends

like to do. Then they will look at some of the decisions they could make surrounding tobacco.

After the students complete the worksheet the teacher will have the students share some of

their answers, and the teacher will lead a discussion about them.

2) Saying NO- The students will then look at a couple different situations and write down what

they would do in the specific situations. The worksheet they will be provided with has them look

at two different situations and make some decisions for some of the different characters. After

the students have completed the worksheet the teacher will ask the students to share some of

their answers for what they believe the people in the situations should do.

3) How to say NO techniques. The teacher will review the ways to say no. The students will be

assigned groups and each group will act out one of the ways to say no. They will first act out the

scenario giving into the peer pressure. Then they will show their form of saying no, when they

act out the skits for a second time.

Assessment:

The students will be assessed on their ability to work with their partner to complete the

worksheets given in class.The students will be assessed on their ability to present a skit on how to say no.

Closure/Summarizer

2 mins- The teacher will remind the students that there will be a test on Tuesday. The teacher will

inform the students that they should look over the facts sheet from the smoking PPT presentation, the

worksheet on smokeless tobacco, and the how to say no techniques.





20/22

HEALTH LESSON PLAN

Mr. Ross

11/18/14


Unit/Theme: Tobacco Lesson Focus: Test




(C) SWBAT Identify the dangers of tobacco and how to make healthy decisions about tobacco.

NHES: 1.8.9; MACF: 10.8

(A) SWBAT Respect the rules of the classroom by not talking or looking anyone elses paper

during the test. NHES: 5.8.6; MACF: 10.6

(B) SWBAT Demonstrate knowledge of the dangers of tobacco and refusal skills to make

healthy life choices NHES: 7.8.2; MACF: 10.5


How to say NO worksheet

Thinking about your friends worksheet



Students who need to take the test in another location will be given the opportunity.







21/22

Preparation:

Hand out Texts

1. Study Time-

a. The teacher will give the students 5 minutes to study, or quiz their partner.

2. Test-

a. The students will first move their desks so everyone is spread out. The teacher will directthe students to move or turn their desks if necessary.

b. The teacher will go over the instructions for the test. There are 20 questions and one

bonus question. For the bonus it needs to be a chemical not already mentioned in the

test.

c. The teacher will hand out the test. Once the test is handed out the students will be silent.

Once the students are done with the test they can hand it in on the rocking chair.

3. Done with Test-When they have completed the test they may draw on a piece of scrap paper

or read from a book until everyone is done.

Assessment:

The students will be assessed on their ability to answer the test questions correctly.

Closure/Summarizer

2 mins- The teacher will show the students a funny movie on on animals talking for reward for

completing the unit.

Notes/Reflection (to be completed right after you finish teaching a particular lesson)What did you accomplish? How much did the students learn? What would you leave the same and


Everyone did a god job completing the test and staying quiet.


22/22

Sub Plans

Instructions for you:

Seating chart is located on the desk.

This class is Block 6.

Please take attendance and send one student to the office with a list of the

names of the students who are absent.

Inform the students that you will be reporting back to me at the end of the

day with the students behavior.

Instructions for the Students:

1. Tell the students that they will have an explorer block today.

2. Their first priority will be to make sure their table of contents is in order and

they have every sheet completed. (The table of contents is on the easel up

front).

3. Once they have completed all of their work for Health they must read

silently for 25 minutes. They may go to their locker to get their silent

reading book. If they do not have one, there are some on the podium next

to the door.

4. Once they have finished their reading they may work on any other work

they have in any other classes.

Thank you very much for coming in today. Please leave me a note letting me

know how everything went. Please mention any student behavior good and bad.

health unit plan- secondary

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