Lesson Plan : Introduction to Health Concepts

Teacher Name:
 Ms. Andrews
 Grade 9-10
 PE and Health

 Introduction to health concepts and beginning to the first unit about disease prevention.
 Students come into contact with the concept of sex everyday and most of the time they are on their own in terms of what they decide to think about what they hear and see. This lesson is designed to teach students the harmful effects of multiple sexual partners on their bodies physically. This lesson also leads students to resources outside the classroom to use when they have questions about intercourse.
 (1) Health information. The student analyzes health information and applies strategies for enhancing and maintaining personal health throughout the life span. The student is expected to: (5) Health information. The student understands how to evaluate health information for appropriateness. The student is expected to: (6) Health behaviors. The student assesses the relationship between body structure and function and personal health throughout the life span. The student is expected to: (7) Health behaviors. The student analyzes the relationship between unsafe behaviors and personal health and develops strategies to promote resiliency throughout the life span. The student is expected to: expressing needs, wants, and emotions in healthy ways. The student is expected to: (14) Personal/interpersonal skills. The student analyzes, designs, and evaluates strategies for
 (C) explain the relationship between quality of life and disease (D) demonstrate decision-making skills based on health information. (A) examine the effects of health behaviors on body systems; (B) relate the importance of early detection and warning signs that prompt individuals (G) analyze the relationship between the use of refusal skills and the avoidance of (H) analyze the importance and benefits of abstinence as it relates to emotional health unsafe situations such as sexual abstinence; (I) analyze the effectiveness and ineffectiveness of barrier protection and other and the prevention of pregnancy and sexually-transmitted diseases; contraceptive methods including the prevention of Sexually Transmitted Diseases (STDs), keeping in mind the effectiveness of remaining abstinent until marriage; (K) analyze the importance of abstinence from sexual activity as the preferred choice of behavior in relationship to all sexual activity for unmarried persons of school age; and (L) discuss abstinence from sexual activity as the only method that is 100% effective in or acquired immune deficiency syndrome, and the emotional trauma associated with preventing pregnancy, sexually transmitted diseases, and the sexual transmission of HIV adolescent sexual activity. (A) demonstrate strategies for communicating needs, wants, and emotions; (C) communicate the importance of practicing abstinence.
 Note cards Rubber glove PowerPoint Guided notes Red ribbon
 Have a focus question on the board that asks the student to think about if they would take gum from one person chew it and give it to someone else to chew? Also, ask if students would take a piece of gum and chew it after someone else has chewed already?
 Activity 1: First students will get a note card and out their name on it. While students are getting their cards and writing their names the teacher will go to three students. To one student the teacher will tell them not to do anything else with their card. To the other student the teacher will give a red ribbon for them to hold during the activity. To the last student the teacher will give a rubber glove and have the student put it on. Once students are ready the teacher will tell them they have to get up and have four people sign their note card. Once everyone except the student who was asked not to do this part has four name students will be asked to go back to their seats. Once back in their seats the teacher will ask for the student with the red ribbon to stand up. This student had the red ribbon to symbolize AIDS. The person with the red ribbon will then say the names on their note card and the teacher will writer that students name on the board and connect it to the other students name that were on that note card. Each of those student will be called on to say whose name they have on their note cards. Once the person with the rubber glove is called they will stand and the teacher will say this person simulated wearing a condom and then put that name on the side of the board with no connection made to it. Once the web is done the teacher will have the student who did not participate on purpose stand up. The teacher will explain that this person is the only person whose name does not go on the board because they simulated abstinence. The person who simulated wearing the condom has their name on the board because condoms are not 100% effective and they have a chance of contracting AIDS. Activity 2: The teacher will lead students through a PowerPoint that covers contraceptives and there effectiveness.
 Students will participate in Activity 1. Students will fill in guided notes during Activity 2.
 The two students who are gifted will have guided notes that have more information missing for them to fill in as they read along. The five ELL students will get a copy of the notes with less spaces to fill in and they will have the other spaces that other student have to fill in with the word in English and in their native language. The two special education students will get a full copy of the notes with the words that are not included in the other notes underlined and in bold in their notes.
Checking For Understanding:
 After the students have done their research they will write on the left side of the board one positive of the contraceptive they researched and on the right side of the board they will write one negative of their contraceptive.
 I would end the lesson by asking students to think of three ways that we could global lower infection rates. As a class, we would discuss from there.
 Students will write a short essay to sum up our discuss.
Teacher Reflections:

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