What will the students do to learn the information?

Learning Goal: I’m working on a other discussion question and need an explanation and answer to help me learn.

Lesson Plan Assignment

1
You are to create a health-related lesson plan that is in your own area of instruction. You
may choose any health topic that is included in this class. For example: if you teach
history create a history lesson that is infused with health, or if you are a math teacher,
design a math lesson using health information. If you are planning on being an
elementary school teacher, multiple subject credential, don’t just write a “health”
lesson. Pick your favorite subject and incorporate health content into that.
Search “health education topics for (age group)” for tips.
There are many ways to format lesson plans. Because our class is so varied in teaching
experience, we will use one format. To be eligible for full credit on this assignment you
must use the outline below. It is a very basic format for a lesson plan.
FOR EACH SECTION, MY EXAMPLE IS BOXED IN BELOW.
1. Introduction (5 points).
At the top of your page write your name, subject, health topic, and grade level for
the lesson plan you will develop. If you are not yet teaching, choose the subject and
grade level you are interested in teaching. For example:
INTRODUCTION EXAMPLE
Name: CB
Subject: Science
Health Topic: Hand Washing Hygiene
Grade Level: 5 and 6
2. Instructional time period for a 60 minute lesson plan. (20 points)
The instructional time period is the amount of time dedicated to this one
lesson. For this assignment: Please do not create a lesson that takes multiple weeks or the
entire semester. A few days or so for special activities are ok but so are same day lessons
(like the one we had in the last assignment about measuring sugar in science).
Include Presentation, Activity and Practice
Presentation: Instructor presents new information
This section is the information you will impart to your students regarding the
topic during your lecture. These notes must be very detailed so that I know you are
imparting the correct health information in your lesson. You need to include notes for
your subject matter as well. For this lesson plan YOU must present the lesson, not a guest
speaker or a lengthy video. You may write this section out or use bulleted points,
sentences, or paragraphs. This does not have to be “standards based” however you can
get ideas from the health standards in our book or from the California State Board of
Education. Health Framework for California Public Schools K-12,
www.cde.ca.gov/be/st/fr.
Be sure I can discern that the health information imparted to your students is correct.
Therefore, at the end of your lecture notes, provide a list of the references you used to
develop the presentation and the lesson.
Activity: What will the students do to learn the information?

Lesson Plan Assignment

2
See mine below and use the last assignment on health topics in class about measuring
sugar for ideas. Please make it engaging and interactive. I want to know HOW they learn
not just why the health topic is important. Make it interactive for full credit.
Practice: How will you reinforce the information you provided and follow up to the
activity?
INSTRUCTIONAL PERIOD EXAMPLE
Presentation (5 points): Mine is in summary-please have more details!
(20 mins) Lesson with differences between mold, viruses and bacteria (you would
describe the main difference points here). I would use a white board and draw pictures as
well as have blown up photos to pass around. The presentation then would review
handwashing techniques and time (you would have why the time minimum to wash
hands, why soap for cellular membranes etc). Explain dirty hands carry microbes that can
grow mold just like viruses can spread and bacteria can make you sick. All are invisible
to the naked eye. I would introduce an abbreviated scientific method here. (Ask question,
make hypothesis/prediction, do research, analyze results, draw conclusion) and have
them do steps one and two.
Activity (10 points):
(20 mins) Have the kids touch several surfaces in the class (doorknob, table and
lunchboxes). Then they rub their hands on plain white bread. The kids then wash their
hands, clean the surfaces and do the same touching. This one is all over the internet, you
can look up more details. Put the bread in individual bags and watch over time period for
growth of mold. https://www.mottchildren.org/posts/camp-little-vic…
Practice (5 points): (20 mins) 1 x per week, kids will have journal requirements for lab
notes (You would explain your requirements here.) At each science unit I would review
steps three and four of the method. They would fill in the lab notes. During the week at
class start, before and after lunch and after recess, a different student will be the
“handwashing expert” and get to lead the handwashing line.
3. Write 4 Student learning outcomes (10 points)
SLO’s focus on what students learn, most often addressing the question: What do you
want your students to know and be able to do by the time they finish this lesson?. All 4 of
these SLOs must correspond to your lesson
What is a learning outcome?
Learning outcomes are statements of what students will learn in a class or in a class
session. The statements are focused on student learning (What will students learn today?)
rather than instructor teaching (What am I going to teach today?). These statements
should include a verb phrase and an impact (“in order to”) phrase — what students will
do/be able to do and how they will apply that skill or knowledge. Outcomes should be
measurable when possible, as in the 2 articles as below. Consider integrating SMART
goals aka Specific, Measurable, Achievable, Realistic and Time bound
How do I write learning outcomes?

Lesson Plan Assignment
3
Bloom’s Taxonomy of Educational Objectives (published in 1956 and revised in 2001)
gives you a way to express learning outcomes in a way that reflects cognitive skills.
There are five levels (lowest to highest cognitive skills):
1. Knowledge/remembering
2. Comprehension/understanding
3. Application/applying
4. Analysis/analyzing
5. Evaluation/evaluating
6. Synthesis/creating
You can use Bloom’s taxonomy to identify verbs to describe student learning. Examples
of learning outcomes verbs for library instruction include:
1. Knowledge/Remembering: define, list, recognize
2. Comprehension/Understanding: characterize, describe, explain, identify, locate,
recognize, sort
3. Application/Applying: choose, demonstrate, implement, perform
4. Analysis/Analyzing: analyze, categorize, compare, differentiate
5. Evaluation/Evaluating: assess, critique, evaluate, rank, rate
6. Synthesis/Creating: construct, design, formulate, organize, synthesize
Verbs to avoid:
 Understand
 Appreciate
 Know about
 Become familiar with
 Learn about
 Become aware of
How do I use learning outcomes in my teaching practice?
Use these categories and a SMART format to make goals. For example, use the terms in
examples above and include your lesson and goals. I underlined terms from above.
OUTCOMES EXAMPLE
1. Students will remember the scientific method by being able to list in correct order the 4
steps in the scientific method in a cut out puzzle at the end of the experiment.
2. Students will comprehend the importance of good hand hygiene by explaining the key
steps in hand washing on a multiple choice worksheet at the end of the lesson.
3. Students will apply good handwashing technique by demonstrating good handwashing
during the week when observed by the teacher.
4. Students will analyze the bread experiment and compare the different results on the pre
and post handwashed bread by writing the findings into the worksheet.
4. List of materials/supplies/resources/visual aids needed for this lesson.
(5 points).

Lesson Plan Assignment

4
Provide a list of any materials that would be needed in the classroom to teach and learn
from this lesson plan. Please be specific and thorough.
MATERIALS EXAMPLE
I would need a dry erase board and markers for the lesson, preprinted photos of microbes,
soap, water, paper towels, a timer that can do 20 seconds, bread, sandwich bags, wiptes to
clean surfaces, paper for journals and worksheet.
5. Evaluation of student learning (10 points).
This must correspond to all 4 of the SLO’s you developed in step 3. Be specific in
describing your evaluation process. If you are giving a multiple choice quiz, provide the
quiz. If you are going to observe learning, specifically describe what you will observe
and how it will be graded. You may create a rubric that results in a score or grade of
some type, as rubrics are excellent grading tools! Include your rubric or other detailed
grading method with this assignment.
EVALUATION OF STUDENT LEARNING EXAMPLE
Part A.
During the week at class start, before and after lunch and after recess, a different student
will be the “handwashing expert” and get to lead the handwashing line and will be
observed for using soap, washing front and back of hands and for washing for the 20
seconds.
Part B. Worksheet for corresponding goals. See below.
Part C. Project analysis. Students will analyze the bread experiment and compare the
different results on the pre and post handwashed bread by writing the findings into their
lab journal using the following template.
HYPOTHESIS/PREDICTION:
I think that Clean hands will show:
I think Dirty hands will show:
RESULTS:
Clean hands showed:
Dirty hands showed:
Conclusion: (please write 2-3 sentences on what you did in this experiment and
what you found out)

Lesson Plan Assignment

5
Worksheet Example
Circle the right answer to help Sid wash his hand better!
1. You should wash your hands:
a. Until the person in line behind you pushes you
b. 20 seconds (time to sing Happy Birthday)
c. 10 minutes
2. Do you need to wash your hands frequently?
a. YES! Germs you cannot see are on there that can make you and other sick
b. No! Its fine. Washing hands wastes water unless you can see the dirt.
c. Sometimes! Only after I paint so I don’t make the classroom dirty
Here are the 4 steps of the Scientific Method. Help Sid the Scientist learn about
handwashing by putting the steps in order. Cut them out and place in the correct order in
the boxes below.
Make a
hypothesis
(prediction)
Draw
conclusions
Ask a question Do Research
(experiment)
Analyze results
CUT out the above and place below in the correct order.
References: https://www.cdc.gov/handwashing/when-how-handwashi…