Health Education Curriculum and Unit Plan

Section 1: Curriculum and Situational Context / Curriculum Planning Table

The National Health Education Standards (NHES) were developed to establish, promote and support health-enhancing behaviors for students
from pre-kindergarten through grade 12. The NHES provide a framework for teachers, administrators, and policy makers in designing or selecting
curricula, allocating instructional resources, and assessing student achievement and progress. These standards provide students, families, and
communities with concrete expectations for health education. Georgia Performance Standards for Health Education are content standards and provide
an outline for curriculum development. The standards are designed to incorporate into a curriculum following six priority adolescent risk behaviors
identified by the CDC the standards reflect what a health educated student should know and be able to do at each grade level (K-12). The Health
Education Curriculum Analysis Tool (HECAT) is an assessment tool that is aligned with National health Education Standards and is a free and
interactive tool which allows you to complete projects related to curriculum analysis, comparing strengths and weaknesses for multiple curricula, and
developing a scope and sequence for health education.
Overall, the goal of an effective health education curriculum is to teach essential knowledge (functional health information), shape personal
values and beliefs that support healthy behaviors, shape group norms that value a healthy lifestyle, and to develop the essential health skills necessary
to adopt, practice, and maintain health enhancing behaviors. Establishing an effective health curriculum is important as it provides students with
ways to increase their health literacy and to promote healthy behaviors in their lives. When looking at the instructional unit that I developed, I would
say that it checks a lot of the characteristics of an effective health curriculum. Some examples of these characteristics include: focuses on clear health
goals and related behavior outcomes, addresses social pressures and influences, builds personal competence, social competence, and self-efficacy by
addressing skills, provides functional health knowledge that is basic, accurate, and directly contributes to health-promoting decisions and behaviors,
uses strategies designed to personalize information and engage students, provides opportunities to make positive connections with influential others,
and includes teacher information and plans for professional development and training that enhance the effectiveness of instruction and student
learning. By the end of the week, students should be able to identify different types of influences in their lives, connect these influences their
behaviors surrounding cardiovascular disease, connect their influences to the future. For example, students could easily connect their peers influence
of wanting to go to chick-fil-a three times a week with their behavior of eating unhealthy due to them eating out all of the time. The student would
then be able to make the connection between how their peer is influencing their decision to go out to eat all of the time and come up with a healthier
alternative (they only go out to eat once a week and have a picnic the other two days).
Allatoona High School is a public, suburban comprehensive high school located in Cobb County Georgia. Allatoona was founded in 2008 and
had its first full school year from 2008-2009, it is surrounded by popular suburban cities in metro Atlanta such as Kennesaw, Acworth, and Marietta.
Allatoona’s health program is a lot like the program that I experienced at Hillgrove, the required health / physical education class is usually
recommended to take their freshmen year. Some students do not take it then and can take it before they graduate although this is not very common.
The class itself is split up into two sections, one for health, and one for physical education. From my experience (and based on the time of the
semester we were teaching at Allatoona), the class usually has their health content in the first half of the semester and saves PE for the second half of
the semester.
 Curriculum Planning Chart

Standard 1 - Standard Standard Standard Standard Standard Standard Standard

Comprehend 2- 3- 4- 5- 6 - Goal- 7 - Self- 8-
Concepts Analyzing Accessing Interperso Decision- Setting Managem Advocacy
Influences Informatio nal Making ent
n Communi
cation

Personal Health & X X

Wellness

Mental / Emotional X X
Health

Alcohol, Tobacco, X X
& Other Drugs

Conflict Resolution X X
& Violence
Prevention
Healthy X X
Relationships &
Family Life
Healthy Eating X X

Safety X X
Section 2: Instructional Unit Description
The central focus of this unit is for students to analyze influences on their behaviors regarding Cardiovascular disease. Throughout this unit,
students should be able to identify different influences in their life (social media, friends, family, technology etc.) and the describe how that influence
affects them (positively or negatively). Students will also be able to differentiate if their influences are internal or external (or both) and describe
why. Students will also be able to connect their influences to their behaviors and decipher how their influences have a direct effect on their behaviors.
Students should then assess how they can increase their positive influences and decrease their negative influences on healthy behaviors relating to
Cardiovascular disease. Three of the main HBO’s that we used in the lesson focused on the three behaviors that impact someone’s risk of CVD the
most; these three behaviors being engaging in physical activity, healthy eating, and tobacco use. The three HBO’s we focused on with this unit was
F/N 11: Choose and enjoy nutrient-dense foods & beverages that reflect culture, budget, etc., PA 2: Regularly engage in physical activities that
enhance cardiorespiratory endurance, and TOD 1: Avoid using (or experimenting with) any form of tobacco. I feel as if these three HBO’s were the
most representative of something that the students would be able to identify in their life while also being able to connect these healthy outcomes to
their influences.
Having students understand the importance of their influences on their behavior’s is always important for them to know. Most high schoolers
value their “freedom” at that age and often do not realize how much their behaviors are actually influence by others. Having them come to the
realization that they are not as “free” with their choices as they think they are will help them make the connection that their behaviors are influenced
by these different factors. When looking at statistics surrounding Allatoona, you can clearly see that some students do participate in behaviors that
increase their risk for cardiovascular disease.
According to the YRBS, “42.3.% of students said that they have used e-cigarette products while .8% have smoke a cigarette” (2019). The
Georgia Student Health Survey also states that “20% of all students were not physically active at all in the past 7 days”. Another statistic is that
around 16% of students said that they have avoided food, thrown up, or used laxatives in order to male themselves lose weight un the past 30 days”.
Based on these statistics, the content areas that we are covering ar every important as some students are still engaging in these unhealthy behaviors
which increase their risk of developing CVD. Planning content surrounding these statistics is a great way to teach the information while also making
sure to keep the content relevant to the students at the school.
Based on our three lessons at Allatoona, I can say that there was a wide variety of different types of students in the class. Some students were
always more interactive with the material and were always answering questions or sharing examples (John, Ireland, Christianna); while other
students were timid and did not want to share all of the time. Some of the other students were more of “class clowns” and were often more sarcastic
with their answer especially in the middle of the week. I think that most of them were not really making the connection of content to their lives yet
and thought “this has nothing to do with me so why do I care”. Towards the end of the week, these students were the ones sharing examples with the
whole class and were actually making the connection of their influences – behaviors – future outcomes. Students will already be able to analyze the
relationship between these behaviors and their health, understand the relationship between key nutrients in food sources to promote health and
prevent chronic diseases such as CVD, and explain the influences that their personal values have on individual health practices and behaviors.
Section 3:
The three HBO’s we focused on with this unit was F/N 11: Choose and enjoy nutrient-dense foods & beverages that reflect culture, budget, etc., PA
2: Regularly engage in physical activities that enhance cardiorespiratory endurance, and TOD 1: Avoid using (or experimenting with) any form of
tobacco. The three cognitive outcomes that we used throughout the unit include: FN1.12.2 – TSWBAT describe the relation between diet & chronic
disease, cancer, and diabetes, etc., T1.12.1 – TSWBAT examine situations that could lead to tobacco use, and PA1.12.1 – TSWBAT analyze how an
inactive lifestyle contributes to chronic disease. The three psychomotor outcomes that we used in the unit include: PA2.12.a – TSWBAT differentiate
relevant influences, including family, culture, peers, school, community, media, technology, and public health policies, on food choices and other
eating practices and behaviors. , and PA2.12.c - TSWBAT analyze how peers and perceptions of norms influence healthy and unhealthy food choices
and other eating practices and behaviors. Our unit addresses FHI, skill development., and development of personal beliefs by having students
combine all three aspects into their web of influences. The WOI summative assessment has students identify influences related to behaviors they
engage in that directly influences their risk of developing cardiovascular disease. They are also responsible for identifying what kind of influences
they have in their lives. This will expand their personal beliefs and test how they view their influences. The NHES standards we addressed are
Standard 1: Cardiovascular disease (Food / Nutrition, Physical Activity, Tobacco) and Standard 2: Analyzing Influences. We picked out quite a few
Georgia standards that dove specifically into how their influences (peers, social media, and family) affect the three categories (standard 1). Some of
the Georgia Standards we used also discussed their own personal beliefs regarding these topics and asked them if that was an influence within itself.
These state standards help us dive into more specific influences and behavior’s regarding food and nutrition, physical activity, and tobacco use and
provide us with a clear understanding of what we are supposed to be teaching. In lesson 1, students should only be expected to identify influences in
their lives that are not specifically connect to cardiovascular disease. They should also have a good FHI knowledge of how food and nutrition affect
their cardiovascular health. In day 2, students should be able to connect influences in their lives to their healthy and unhealthy behaviors regarding
CVD. They will also understand how physical activity affects their cardiovascular health. By the third day, students should be able to relate their
influences to future outcomes of their behaviors. They will be able to do this by filling out another WOI assessment where they combine their
knowledge of all three days. Students filling out the WOI will form as an assessment as it shows us that they have the knowledge to follow all three
skill cues on RMC.  It will also show us if they understand the FHI enough to connect it to their influences, and it will test their personal beliefs
regarding their influences as well as their behaviors.
 Scope and Sequence:

Learning Outcomes Assessment

Identify all Learning Outcomes How will you assess
for the 3-lesson unit. each learning outcome?
Refer to the Knowledge & Skill
Expectations in HECAT.
Guided Notes
Identify 2-3 HBOs for the
3-lesson unit. Cognitive Outcomes:
(Knowledge Expectations)

FN1.12.2 – TSWBAT describe the relation

between diet & chronic disease, cancer,
HBO 11: Choose and enjoy Think, Pair, Share
and diabetes, etc.
nutrient-dense foods &
beverages that reflect culture, T1.12.1 – TSWBAT examine situations that
budget, etc. could lead to tobacco use

PA1.12.1 – TSWBAT analyze how an

HBO 2: Regularly engage in inactive lifestyle contributes to chronic
National Health Education physical activities that enhance disease.
Standards (NHES): cardiorespiratory endurance
In additional to Standard 1, identify
one health skill standard
that will be taught throughout the
3-lesson unit. Psychomotor Outcomes for
HBO 1: Avoid using (or Standard 2 : (Skill Expectations)
experimenting with) any form
Web of influence project
of tobacco. PA2.12.a – TSWBAT differentiate relevant
influences, including family, culture,
Standard 1: Comprehending
peers, school, community, media,
Concepts : Food & Nutrition,
technology, and public health policies, on
Physical Activity, Tobacco
food choices and other eating practices
and behaviors. Think, pair, share

Standard 2 : Analyzing Influences PA2.12.c - TSWBAT analyze how peers and

perceptions of norms influence healthy
and unhealthy food choices and other
eating practices and behaviors.
Instructions: For each Learning Outcome identified in your unit plan, complete the chart below.
Learning Objective Standard Assessments Instructional Activities
What kinds of tasks will reveal whether
What do I want students to What NHES will What kinds of activities in and out of the
students have achieved the learning
know how to do by the end be covered? classroom will reinforce my learning
objective I have identified?
of this unit/lesson? objective and prepare students for
assessments?
The students will be able to recall the NHES.1.12.1 Guided Notes TOTD Web of influence
relationship between diet and chronic
disease such as cancer, diabetes,
hypertension, and osteoporosis by NHES.1.c Think, pair, share Positives VS Negatives worksheet
filling out the guided notes TOTD

NHES.1.a QR Code Guided Notes

NHES.1.12.1 Web of influence

The students will be able to explain Guided Notes TOTD
how their influences can affect their
NHES.1.c Positives VS Negatives worksheet
behavioral risk factors for
cardiovascular disease by participating Think, pair, share
in a think, pair, share activity in class. NHES.1.a
Guided Notes
QR Code
The students will be able to
differentiate relevant influences Web of influence
including family, culture, peers, school NHES.2.12.1
QR Code
community, media, technology, and
public health policies on food choices Positives VS Negatives worksheet
and other eating practices and behavior NHES.2.12.3
Class discussions
by coming up with relevant examples
on their web of influences. Guided Notes
NHES.2.12.5
Web of influence project

Think, pair, share

 NHES.2.12.1 Think, pair, share Web of influence
The students will be able to dictate how
their behaviors are influenced by their
NHES.2.12.3 Class discussions Positives VS Negatives worksheet
environment family, peers, etc by
answering the reflection questions
associated with their web on influence
Web of influence Guided Notes

QR Code

The students will be able to identify 2 PA1.12.1

healthy behaviors in their lives
PA1.12.2 Flipchart
regarding Cardiovascular disease on a
performance assessment worksheet PA1.12.7
HEHS.1.c Group discussion Web of Influence
The students will be able to identify 2 HEHS.1.a
unhealthy behaviors that they currently
engage in regarding cardiovascular Influences on healthy/unhealthy
disease on a performance assessment behaviors
Think, pair, share
worksheet

healthy vs unhealthy behaviors

worksheet

grocery shopping worksheet

The students will be able to identify at PA2.12.5 Group discussion Flipchart
least two influences from their family,
PA2.12.8
peers, or community that decrease their
risk of developing a cardiovascular PA2.12.9 Web of Influence
disease on their web of influences.
HEHS.2.c Think, pair, share
HEHS.2.e Influences on healthy/unhealthy
The students will be able to identify at behaviors
least two influences from the media, or
technology that increase their risk of
developing a cardiovascular disease on healthy vs unhealthy behaviors
their web of influences. worksheet
NHES 2.12.1
NHES 2.12.3
grocery shopping worksheet
NHES 2.12.5
The students will recall how their
behaviors are influenced by their
environment, family, peers in regards
to food & nutrition and physical
activity by participating in a think, pair,
share.
The students will analyze the factors
that influence safe, accessible, Group discussion
equitable, and affordable opportunities
for healthy eating practices and
physical activity behaviors for oneself
Flipchart
and others by respecting their
Think, pair, share
classmates and teachers during group
discussions.
Web of Influence

Influences on healthy/unhealthy
 behaviors

healthy vs unhealthy behaviors

worksheet

grocery shopping worksheet

The student will be able to explain how PA1.12.1

their influences can affect their Flipchart
behavioral risk factors for
cardiovascular disease by answering PA1.12.2 Group Discussion
the questions on the front of the WOI Web of Influence
they made
PA1.12.7
Guided Notes
The student will be able to make the Think, pair share
connection on how different types of HEHS.1.c
influences affect their behaviors by Grocery shopping worksheet
going through different scenarios and
identifying the influence and the HEHS.1.a
behavior in the scenario o their web of
influences.
 PA2.12.5 Flipchart
Students will be able to connect their
influences to their outcomes and
PA2.12.8 Group Discussion Web of Influence
explain how the influence affects their
behavior relating to CVD on the Web
of Influence during a think, pair, share
activity PA2.12.9 Guided Notes
Think, pair share

Students will be able to explain how HEHS.2.c Grocery shopping worksheet

their influences directly link to their
behaviors and how their behaviors
affect their risk of developing CVD HEHS.2.e
during a class discussion after finishing
their WOI
HEHS.2.f
Flipchart
Students will consider how their
behaviors are influenced by their
environment, family, peers in regards Group Discussion Web of Influence
to food & nutrition and physical
activity during the grocery shopping NHES 2.12.1
worksheet and class discussion.
NHES 2.12.3 Guided Notes
Students will analyze the factors that
NHES 2.12.5 Think, pair share
influence safe, accessible, equitable,
and affordable opportunities for healthy HEHS.2.c Grocery shopping worksheet
eating practices and physical activity
HEHS.2.e
behaviors for oneself and others while
participating in group discussions. HEHS.2.f

Must have at least 1 objective for each domain in each lesson (Total of 6 objectives for the 3-lesson unit).
 Health Education Curriculum and Unit Plan

Day 1 Day 2 Day 3

Lesson Focus: Analyzing Influences on healthy Lesson Focus: Analyzing Influences on healthy Lesson Focus: Analyzing Influences on
behaviors that impact cardiovascular disease - behaviors that impact cardiovascular disease - healthy behaviors that impact
Food & Nutrition Physical Activity cardiovascular disease -Connecting
influences to their behaviors & future
outcomes

Functional Health Information Functional Health Information Functional Health Information

(Cognitive Learning Objectives): (Cognitive Learning Objectives): (Cognitive Learning Objectives):

The students will be able to recall the The students will be able to explain how their Students will be able to identify 2 healthy
relationship between diet and chronic disease influences can affect their behavioral risk factors behaviors in their lives regarding
such as cancer, diabetes, hypertension, and for cardiovascular disease by answering the Cardiovascular disease on a performance
osteoporosis by filling out the guided notes questions on the front of the WOI they made assessment worksheet
TOTD

The student will be able to make the connection on Students will be able to identify 2
The students will be able to explain how their how different types of influences affect their unhealthy behaviors that they currently
influences can affect their behavioral risk factors behaviors by going through different scenarios and engage in regarding cardiovascular disease
for cardiovascular disease by participating in a identifying the influence and the behavior in the on a performance assessment worksheet
think, pair, share activity in class scenario

Health Skills Health Skills Health Skills

(Psychomotor Learning Objectives): (Psychomotor Learning Objectives): (Psychomotor Learning Objectives):
The students will be able to differentiate relevant Students will be able to connect their influences to Students will be able to identify at least
influences including family, culture, peers, their outcomes and explain how the influence two influences from their family, peers, or
school community, media, technology, and affects their behavior relating to CVD on the Web community that decrease their risk of
public health policies on food choices and other of Influence during a think, pair, share activity developing a cardiovascular disease.
eating practices and behavior by coming up with
relevant examples on their web of influences.
Students will be able to explain how their Students will be able to identify at least two
influences directly link to their behaviors and how influences from the media, or technology
The student will be able to analyze how peers their behaviors affect their risk of developing CVD that increase their risk of developing a
and perceptions of norms influence healthy and during a class discussion after finishing their WOI cardiovascular disease
unhealthy food choices and other eating
practices and behaviors.

The student will be able to analyze how food

advertisements make people want to eat more of
that food by watching two different YouTube
videos.

Group Norms and Personal Beliefs Group Norms and Personal Beliefs Group Norms and Personal Beliefs
(Affective Learning Objectives): (Affective Learning Objectives): (Affective Learning Objectives):
The students will be able to dictate how their Students will further dictate how their behaviors are Students will further dictate how their
behaviors are influenced by their environment, influenced by their environment, family, peers in behaviors are influenced by their
family, peers, etc. regards to food & nutrition and physical activity. environment, family, peers in regards to
food & nutrition and physical activity.
Students will analyze the factors that influence
safe, accessible, equitable, and affordable Students will analyze the factors that
opportunities for healthy eating practices and influence safe, accessible, equitable, and
physical activity behaviors for oneself and others. affordable opportunities for healthy eating
practices and physical activity behaviors
for oneself and others.
Assessments: Assessments: Assessments:

Group Discussion, Think, pair, share, QR Code Group Discussion, Think, pair, share Group discussion, think, pair, share
(google forms)

Teaching Activities: Teaching Activities: Teaching Activities:

Web of influence Review from Monday’s lesson Review from Monday/Wednesday’s lesson

Positives VS Negatives worksheet Grocery shopping worksheet Flipchart

Guided Notes Guided Notes Web of Influence

Class discussions Continuing Flip Chart from Monday Influences on healthy/unhealthy behaviors

Class discussions Healthy vs unhealthy behaviors worksheet

Grocery shopping worksheet

 Class discussions

Differentiation: Differentiation: Differentiation:

Student collaboration, visual powerpoint, Student collaboration, visual powerpoint, Student collaboration, visual powerpoint,
worksheets, instruction, student creation. Guided worksheets, instruction, challenging games, student worksheets, instruction, challenging games,
notes provide a visual aid to students who may creation. Guided notes provide a visual aid to student creation. Guided notes provide a
need a physical copy of the information learned. students who may need a physical copy of the visual aid to students who may need a
Students will be able to hear and see the information learned. Students will be able to hear physical copy of the information learned.
information in the PowerPoint and on the notes and see the information in the PowerPoint and on Students will be able to hear and see the
for both visual and auditory learning. We will the notes for both visual and auditory learning. We information in the PowerPoint and on the
provide larger fonts for students who need it on will provide larger fonts for students who need it on notes for both visual and auditory learning.
PowerPoint, as well as on the worksheets. We PowerPoint, as well as on the worksheets. We will We will provide larger fonts for students
will have lots of demonstrations for students to have lots of demonstrations for students to see who need it on PowerPoint, as well as on
see examples. We will ask questions related to examples. We will ask questions related to the topic the worksheets. We will have lots of
the topic that relate to all students during class, that relate to all students during class, or partner, demonstrations for students to see
or partner, discussions. discussions. examples. We will ask questions related to
the topic that relate to all students during
class, or partner, discussions.

Extensions : If we needed to, we could Extensions: We could have the students go home Extensions: We could have the students go
incorporate more advertisements or different and talk to their parents about what they have home and talk to their parents about what
food products into the lesson. Another great learned, offer their new knowledge to share with they have learned, offer their new
thing we could do is to implement videos of them, and offer to help make the next grocery list knowledge to share with them, and offer to
celebrities that everyone knows supporting with healthy food options. They can also explain help make the next grocery list with
“diet teas” or supporting a weight loss program new forms of exercise and explain the benefits of healthy food options. They can also
and then discuss how not eating enough of the it. explain new forms of exercise and explain
right nutrients is also bad for your the benefits of it.
cardiovascular health.
Section 4: Student Support
Positive Learning Environment:
If you value the content that you are teaching, you are more likely to make a better impression on students while teaching as you will
naturally be more charismatic and knowledgeable about the topic. If you have a positive attitude and are always thanking students for sharing, and
helping them understand the content you are teaching, they are more likely to understand and connect the content to their own lives. By encouraging
students to share their answers you are already creating a positive learning environment as you are making students feel comfortable sharing their
own examples with their class.
One main reason that I want to teach is because my mother was a pre-school teacher at our church so I grew up around that environment. I
would always help her with the planning of her classes and camps when I was a kid (specifically summer camps, I would come up with different
games for them to play during their free time). This translated into my later life as I ended up working at the church and being a camp counselor for
several different elementary aged camps. Coming up with these fun games for the kids to play and seeing the smile on their faces was always the best
feeling for me growing up and it was the best part of my summers (besides sleeping in of course). As I got older, I ever really had the desire to be a
teacher, I had always wanted to become a nurse or a doctor because I wanted to help people who were sick and could not help themselves. However,
as I was in college I realized that nursing was not the path for me and that I still wanted to have an effect on people’s lives and impact their health so
after a few other major changes, I eventually caved into my mom telling me to be a teacher and decided to stick with my love for health and become
a Health and Physical Educator.
I think one of my major strengths in the classroom is being able to create a positive learning environment and developing a relationship with
my students. These two factors are very important in a classroom as students feeling comfortable around you and being in a safe environment will
increase student engagement throughout the lessons. Establishing better relationships with your students will also make them more comfortable with
you which can in turn provide you as a teacher with more resources and examples to use during the lesson in class. I think one of my weaknesses
when teaching in a classroom is showing my own emotions while I am teaching. For example, if a student is making a connection to the content and
their lives, I will be excited on the inside of course but I am not very good at showing that excitement to the students. Another thing that I need to
work on is establishing that I am in charge of the classroom and setting my expectations for what students should be doing before the activity. For
example, before students start filling out a worksheet or a web of influence, I need to establish that it should be independent work and that they
should not be discussing what they are writing just yet. I could also add in this example is to tell them that I want them to share at least one thing they
are writing with after everyone is finished so that I can establish the thought that they are going to be sharing these answers just not while they are
doing the work. I would also say that I could work on waiting for the students to quit talking / pay attention before I start giving instructions.
Even though I need to work on showing my passion and emotions to the students, I would still say that I am extremely passionate about
teaching. For the past few years, my favorite part of these practicum classes has been actually engaging with the students at the schools. I remember
when I took 3450 (the first time), we were not able to go teach at the elementary schools due to COVID. However, when I took it again, I feel like I
actually learned more by simply going to the schools and teaching a lesson. These field experiences have made me realize that this is something that I
would love to do for the rest of my life and helped me rekindle my love for teaching
Instructional Strategies:
Some of the main instructional strategies that we used in our unit consisted of small group work (think, pair, shares), class discussions
(specifically about examples of different influences and how it affected their behaviors), and overall deeper questioning (asking them “why?” etc.).
One main reason that I wanted to incorporate more student-based discussion is to help students understand the content better. For example, students
would often share their examples and scenarios of different influences in their lives that impacted their cardiovascular health whether it be with a
smaller group or with the whole class. If a student was not able to think of any influences from their own lives, they were able to listen to some
shared examples from peers and maybe think to themselves “oh! You know what that actually influences me to do this too”. Having students share
their own examples was a great way to not only make the content more relevant to them but to also give some students who may be struggling a
chance to hear what their peers are saying and think about how what their peers identified might influence them.
Since our class liked to get off topic and talk amongst each other a lot, I thought it would be a good idea to make the class as structured as I
possibly could. In order to get the best results while also incorporating the learning strategies I mentioned above, I thought it would be a good idea to
include as many graphic organizers, handouts, and other physical materials as I could. We provided a lot of different supports to the students
throughout the week including PowerPoints’ for every day, guided notes specifically over FHI, a web of influence graphic organizer, and a few
handouts for different activities that we wanted to incorporate. I think the inclusion of these supports helped students organize their thoughts a little
better while also maintaining a bit more structure throughout the lesson. The inclusion of these planned supports was meant to benefit everyone in the
class not only specific students (even though it did help some students stay on task a bit more than others). For example, I had students fill out a
flipchart over RMC’s skill cues for analyzing influences in the first lesson to not only go over the skill cues but to give the students something that
they could refer back to throughout the week while they were working their web of influences, and other worksheets surrounding their influences and
how they affect their behaviors. I wanted the students to actually create something with the skill cues instead of simply writing them down on a
handout for them to take more pride in what they were doing and to simply just remember the skill cues better. Even if students did not remember the
skill cues, they were able to remember making the flipchart and knew what the content it was over instead of having to look for another worksheet.
I would say that these supports helped us not only differentiate the learning by having the students create something but also by incorporating
different instructional strategies to help all types of learners achieve. An example of this would be the WOI, when students were making it, you could
tell the difference between students who were able to relate influences to their lives and those who were not able to. Having students share some
examples they wrote and going over some of my own examples with the class helped these students who were struggling come up with their own
scenario’s.
Technology was mainly used in our lesson at the beginning of the unit having students fill out a survey during a formative assessment after the first
lesson was finished. Before we moved onto connecting their influences to their behaviors, we thought it was important to make sure students
understood what an influence was as well as gauge their knowledge over CVD’s and FHI that we went over that day.
Section 5: Assessment methods and Student Evaluations
One of the main types of assessments that I wanted to use in this unit was more informal formative assessments. For example, I identified that
participating in the think, pair, share activities as well as the overall group discussions. Some other examples of formative assessments in our unit
include guided notes TOTD, QR code (Forums survey), and a web on influence diagram (first one they made). These formative assessments will be a
great way of measuring both psychomotor and cognitive objectives. Guided notes and the QR code are our main way of surveying straight cognitive
knowledge as students will be checked to see if they filled out the guided notes relating to the functional health information that we taught that day.
The completion of these notes will also form as a check for understanding as we can walk around to see if students are understanding the material
that they are writing. The Forums QR Code will serve as a formative assessment on the first day and asks questions regarding both functional health
information and the basics over (psychomotor) skill objectives. The QR code will let us know if students understand the basics of skill development
before we move onto the next skill step in the skill cues. The Web of Influences mainly provides a formative assessment over the psychomotor and
affective objectives. Filling out the web of influence has them identify different influences in their lives and then has them also identify what kind of
influences they are (internal, external, positive, negative). Having students do this helps us see if they are able to connect different types of influences
(friends, family etc.) to their personal lives as well as being able to identify what kind of influence this has on them. This also relates to the affective
objective as students are reflecting their personal beliefs regarding their influences and what kind of influence they actually have on themselves.
For our summative assessment, I wanted students to be able to work through all three of the RMC skill cues over analyzing influences.
Students were instructed to firstly identify two healthy behaviors and two unhealthy behaviors that they CURRENTLY engage in that impacts their
risk of developing cardiovascular disease. After students have identified all of these behaviors, I had them write how the behaviors they picked affect
their cardiovascular health. Next, I had them select one unhealthy behavior and one healthy behavior they just identified and create a web of
influence for each behavior that they identified. These webs should be filled out the same way as the first one they did (identify the influence, the
type of influence). Filling this out will help have them connect their influences they listed in the first WOI to their behavior that they identified. After
students finish this, they are to answer some questions which will have them connect the influences they wrote down to the future by having them
identify ways to keep the positive influences in their lives and ways to either eliminate the negative or turn the negative influences into a positive.
This summative assessment assesses all three domains of learning; it checks psychomotor by having the students go through the three different skill
cues of analyzing influences in the web diagram. The students are assessed in the cognitive domain as they are required to come up with behaviors
they engage in that directly affects their risk of developing CVD. Coming up with these behaviors and then thinking of different influences on these
behaviors will show us if students understand the different risk factors for CVD. Students connecting their behaviors and influences to their personal
lives is a great way to assess the affective domain.
Performance Assessment:
Name: _____________________________

Healthy vs. Unhealthy Behaviors

In the charts below, you are going to identify four different behaviors that you currently engage in that impact your risk for Cardiovascular disease.
You should include TWO healthy behaviors and TWO unhealthy behaviors that you are currently engaging in (think back to our review earlier
about what these behaviors are). Make sure you relate the behaviors you choose to Cardiovascular disease!!

Healthy Behaviors How do these behaviors decrease your risk for CVD?
Unhealthy Behaviors How do these behaviors increase your risk of CVD?

Name: ____________________________

Connecting influences to healthy behaviors

Write one healthy behavior you previously listed:

On the web located towards the back of this packet, you will fill in the bubbles with different influences that affect the healthy behavior that you
identified. (Remember, these can be positive or negative influences in YOUR life that can affect the behavior you listed.)

First, you should write the behavior you identified in the center bubble. After this, think of some different types of influences that correlate with the
healthy behavior you just identified (ex. Friends, family, social media, sports, technology, video games etc.) and list them in the bubbles that are
directly linked to the behavior.
After this, include different examples of the types of influences you listed in the circles surrounding them (ex. For my family, I would list mom, dad,
sister, brother, etc.) You should be able to fill out each bubble as we have gone through different influences in your life throughout the week.

Once you have identified all of your influences, take out two colored pencils and on the top of your sheet, label one color as positive and one as
negative. Go ahead and go through your influences and color which ones you think are positive, negative, or both.

After this, you are going to identify if your influences are external or internal. You can do this by placing either an E (external), I (internal), or B
(both) next to the influence.

After you are done filling out your web, please answer the following questions…

Write an example of something that you identified as positive and negative, Why did you label them this way?

1)

2)

Write an example of something that you identified as internal and external. Why did you label them this way?
 1.

2.

Think of a scenario where an influence you identified actually affected your decision to participate in the behavior…

Describe the scenario:

What was the influence?

How did this affect your behavior?

 If the influence is positive, what are some ways to keep the influence in your life? If negative, how can you turn it into a positive influence?

Describe how these influences decrease your risk of developing a Cardiovascular disease in the future?
 1. Write the behavior you identified in the center bubble.
2. Think of some different types of influences that correspond with the healthy behavior you just identified and list them in the bubbles that are
directly linked to the behavior.
3. Include different examples of the types of influences you listed in the circles surrounding them (ex. For my family, I would list mom, dad,
sister, brother, etc.)
4. Take out two colored pencils and on the top of your sheet, label one color as positive and one as negative. Go through your influences and
color which ones you think are positive, negative, or both.
5. Identify if your influences are external or internal. Place either an E (external), I (internal), or B (both) next to the influence.

Name:

Connecting influences to unhealthy behaviors

Write one unhealthy behavior you previously listed:

On the web located towards the back of this packet, you will fill in the bubbles with different influences that affect the unhealthy behavior that
you identified. (Remember, these can be positive or negative influences in YOUR life that can affect the behavior you listed.)

First, you should write the behavior you identified in the center bubble. After this, think of some different types of influences that correlate with the
healthy behavior you just identified (ex. Friends, family, social media, sports, technology, video games etc.) and list them in the bubbles that are
directly linked to the behavior.

After this, include different examples of the types of influences you listed in the circles surrounding them (ex. For my family, I would list mom, dad,
sister, brother, etc.) You should be able to fill out each bubble as we have gone through different influences in your life throughout the week.

Once you have identified all of your influences, take out two colored pencils and on the top of your sheet, label one color as positive and one as
negative. Go ahead and go through your influences and color which ones you think are positive, negative, or both.
After this, you are going to identify if your influences are external or internal. You can do this by placing either an E (external), I (internal), or B
(both) next to the influence.

After you are done filling out your web, please answer the following questions…

Write an example of something that you identified as positive and negative, Why did you label them this way?

1)

2)

Write an example of something that you identified as internal and external. Why did you label them this way?

1.
 2.

Think of a scenario where an influence you identified actually affected your decision to participate in the behavior…

Describe the scenario:

What was the influence?

How did this affect your behavior?

If the influence is positive, what are some ways to keep the influence in your life? If negative, how can you turn it into a positive influence?
Describe how these influences decrease your risk of developing a Cardiovascular disease in the future?

1. Write the behavior you identified in the center bubble.

2. Think of some different types of influences that correspond with the healthy behavior you just identified and list them in the bubbles that are
directly linked to the behavior.
3. Include different examples of the types of influences you listed in the circles surrounding them (ex. For my family, I would list mom, dad,
sister, brother, etc.)
4. Take out two colored pencils and on the top of your sheet, label one color as positive and one as negative. Go through your influences and
color the ones you think are positive or negative
Part 6: Unit Lesson Plans
Lesson 1
Course: 9th Health Education

Unit Focus: Lesson # in Unit: (i.e., Lesson 3 of 8)

1 of 3
Analyzing influences on healthy behaviors that
impact cardiovascular disease - Physical Activity

Date of Lesson: Class Time: Length of Lesson: Number of Students:

(Time)
04/20/2022 8:32 - 9:55am 10:00- 30-35 students
11:32am 90 Mins

Equipment/Supplies: (Attach all relevant Technology Use: (by students):

handouts, activities, templates, PP slides, etc. to
Laptops / Phones to scan QR code
be used in lesson)

Web of Influence - https://1drv.ms/w/s!

AgCgzm6nywUHfdxlFNdv7dWceFw

Positives vs Negatives -
https://docs.google.com/document/d/1B_i395Om
TaYD25hk0bMqblkNE-
BccVSAlbdoDM_Cnmo/edit

PowerPoint - Analyzing Influences #1

QR code forum -
 https://docs.google.com/forms/d/1LbzrWUpRqI
M07wqX1wxWJ1nLO4xCIeVr-_CN28o_uaU/
edit?ts=625bb875

40 pages of printer paper for name tags, 40 sets

of guided notes, 1 rubber ball for popcorn
reading, 40 flash cards

Description of Facility: Safety Considerations: (Physical & Emotional):

Health Classroom @ Allatoona High School - Prevent giving personal opinions
- Trigger warning for food and caloric intakes
- No student disclosures (students can see us after
class if they need/want
- Students should respect each other and the
teacher while having these discussions

Standards/Essential Questions/Skill Development/Assessments:

Healthy HBO 11: Choose and enjoy nutrients - dense foods and beverages that reflect personal
Behavior preferences, culture, and budget
Outcome:
HBO 9: Choose to eat or drink nutrient-dense foods and beverages when dining

National Health NHES 1.12.1 - Predict how healthy behaviors can affect health status
Education
NHES 1.12.3 - Analyze how environment and personal health are interrelated
Standards:
NHES 2.12.1 - Analyze how the family influences the health of individuals
 NHES 2.12.3 - Analyze how peers influence healthy and unhealthy behaviors.
NHES 2.12.5 - Evaluate the effect of media on personal and family health

Georgia
Standards of
HEHS.1.c: Analyze how the environment and personal health are interrelated
Excellence:
(write out HEHS.1.a: Predict how health behaviors can affect health status
elements)
HEHS.2.c: Analyze how peers influence healthy and unhealthy behaviors
HEHS.2.e: Evaluate the effect of media on personal and family health
HEHS.2.f: Evaluate the effect of technology on personal, family, and community health
Skill Pedagogy Identify any skill steps that will be addressed in the lesson:
Steps:

☐ #1. Introduce the Skill  

Provide students with a definition.  
Discuss the relevance of the skill to their health and their lives. 
Explain the educational outcomes of the skill. 

☐ #2. Present Skill Cues/Critical Elements 

☐ #3. Model the Skill 

Provide students with the opportunity to observe the skill being applied
effectively. 
Correct misconceptions about what the skill is and how to perform it.  

☐ #4. Practice and Feedback  

Encourage verbal rehearsal and action. 
Provide opportunities for practice in real-life, relevant situations with coaching
and feedback. 
 ☐ #5. Assess the Skill and Support Transfer 
Evaluate student performance. 
Provide opportunities for personal practice (students practice the skills in real life
outside the classroom). 

Essential ● How do these influences affect our behaviors regarding cardiovascular disease?
Questions:
Skill Model Used Skill Cues
in Unit:

Step 1: Identify influences Reference: RMC Health – Resources and

Tools RMC Health » Resources & Tools
Step 2: Connect influences to outcomes
Step 3: Connect influences to the Future

Assessments: Diagnostic Formative Summative

Diagnostic,
Gauge where students are in Gauge student Gauge student mastery of
Formative,
their learning prior to the progress/growth through standards.
Summative
beginning of the lesson. ongoing and periodic
observation and/or checks
for understanding.
“Write down three things Guided notes, Skill Cue Student project - make a
you know about CVD” worksheet, Think Pair Share tree and make positive
notecard influences green, and
negative influences red
 Language Used - Internal, External, Positive, Negative Influences
in the Lesson:
- Cardiovascular disease
- Analyzing influences, perception of norms

Behavioral/Performance Objectives:
Prior Academic Knowledge & Skills: (Describe prior knowledge and skills students will need to use
and build upon to be successful in lesson)
Students will already be able to analyze the relationship between their behaviors and their health. Students
will also be able to understand the relationship between key nutrients in food sources to promote health and
prevent chronic disease. Students will already be able to explain the influence that their personal values have
on individual health practices and behaviors.

Functional Health Information: (Cognitive objective; ABCD format) Standard Method of

addressed: Assessment:
NHES 1.12.1
The student will be able to describe the relationship between diet and chronic
disease such as, cancer, diabetes, hypertension, and osteoporosis HEHS.1.c Guided
notes TOTD
HEHS.1.a

Think, pair,
THe student will be able to explain how their influences can affect their NHES 1.12.1 share
behavioral risk factors for cardiovascular disease
HEHS.1.c
HEHS.1.a

Health-related Skill(s): (Psychomotor objective; ABCD format) Standard Method of

addressed: Assessment:
NHES 2.12.1
The student will be able to differentiate relevant influences, including family,
culture, peers, school community, media, technology, and public health NHES 2.12.3 Web of
policies, on food choices and other eating practices and behaviors. influence
NHES 2.12.5
“project”

The student will be able to analyze how peers and perceptions of norms
HEHS.2.c
influence healthy and unhealthy food choices and other eating practices and Think, pair,
behaviors HEHS.2.e share

HEHS.2.f
The student will be able to analyze how food advertisements make people
want to eat more of that food

Development of attitudes, values, beliefs & norms to adopt/maintain Standard Method of

healthy behaviors: (Affective objective; ABCD format) addressed: Assessment:
NHES 2.12.1
Students will dictate how their behaviors are influenced by their environment, NHES 2.12.3 Think, pair,
family, peers etc. share
NHES 2.12.5

Students will analyze the factors that influence safe, accessible, equitable, and Web of
HEHS.2.c
affordable opportunities for healthy eating practices and behaviors for oneself influence
and others
 HEHS.2.e
HEHS.2.f

Lesson Plan Details:

Write a detailed outline of your class session including your participatory methods, instructional strategies, learning tasks, key questions, key
transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could
understand the instructions enough to use them. Include what you will do as a teacher and what your students will be doing during each lesson phase.
*Note: the statements and scaffolding questions in red below are meant to guide your thinking and planning. You do not need to answer them
explicitly or address each one in your plan.
Lesson Purpose: Have students understand how their influences affect their decisions they make
regarding different health topics (Healthy eating and Nutrition).
Lesson
Introduction:
Class will be started by introducing ourselves to the students and telling them a little bit
(Instant/Motivation
about ourselves. We will then have them create a nametag and tell us a fact about
al Activity; Warm-
themselves and/or what they like to do with their free time. We will also notify the
Up; Set Induction)
students that we do not want any personal disclosures and that if they need to talk to us
after class we will be available.

Indicate time
allocation:
(minutes)
5 minutes
Transition: Everyone will get out a pen or a pencil as we pass out the guided notes.

Focused Learning: Activity #1 –

(Specific and
detailed plan to
Students will start by following the powerpoint along with their guided notes as they
facilitate skill
learn about what cardiovascular disease is. Students will take notes on how their diet
development and
affects their risk for cardiovascular disease, what the risk factors are for cardiovascular
student learning)
disease and what are the effects of cardiovascular disease on someone's health. Students
will also note the three skill cues for analyzing influences along with the definition of
influences, and the four types of influences (internal, external, positive, negative).
These notes will be collected at the end of each class so they will be able to use them
Indicate time throughout the week.
allocation:
(minutes)
20-30 minutes
Differentiated Instruction:
Guided notes provide a visual aid to students who may need a physical copy of the
information learned. Students will be able to hear and see the information in the
PowerPoint and on the notes for both visual and auditory learning.

Higher Order Thinking Questions (3):

What are some behaviors that increase our risk for cardiovascular disease?
How will consistently eating poorly contribute to a higher risk of CVD?
What are some risk factors for CVD?

Check for Understanding:

We will check for understanding by collecting and reviewing the guided notes at the
end of the class.

Transition: Students will now switch from using their guided notes to creating a flipbook for
 the three different skill cues and their sub skills.

Focused Learning: Activity #2 - Creating a skill cue sheet

Students will now create a flipbook that lists out the three different steps for analyzing
(Specific and
influences and the subsequent skill steps that go along with it. Students should write
detailed plan to
down the information on the paper provided for them and use it throughout the week.
facilitate skill
This will be collected at the end of each class along with their guided notes
development and
student learning)

Differentiated Instruction:
Students will be able to have a written copy of the skill cues for themselves as well as
hearing the cues out loud. Students will always be able to refer to the skill cue sheet
Indicate time
throughout the week and are able to use it whenever they want.
allocation:
(minutes)
3-5 Minutes Higher Order Thinking Questions (3):
How can we differentiate an internal to an external influence?
Why is it important to know what influences are external or internal?
Why should we know if something is a positive or negative influence to us?

Check for Understanding:

We will check for understanding by collecting and reviewing their skill cue papers at
the end of class

Transition: Students should get out a sheet of paper and get together with a partner or a group
of three.
Focused Learning: Activity #3 –
Students will participate in a think, pair share with a partner / group of three. Students
(Specific and
should write something for each type of influence in their lives. Students should write
detailed plan to
about internal, external, positive and negative influences and discuss with their group
facilitate skill
how these different factors influence them. Students can also discuss with their group
development and
what the most influential factor in their lives is whether it's an internal influence like
student learning)
their values or an external influence like a family member. Students should write the
responses to all of these and be prepared to share what their group wrote down with the
whole class.

Indicate time
allocation: Differentiated Instruction:
(minutes)
Students are able to discuss the different types of influences with their group to help
auditory learners. Students will also be given auditory cues and a visual demonstration
on what they are supposed to be doing.
10 minutes?

Higher Order Thinking Questions (3):

How does your most influential factor influence you?
Do you feel as if you are more influenced by internal or external factors? Why?
How was your answer similar or different from your group members?

Check for Understanding:

Having the students share out what their group came up with will provide us
information on what they know
Transition: Students will now take what they just discussed and individually expand on it by
making a mind map.

Focused Learning: Activity #4 –

Students will now be given different scenarios to read through. Students should look at
(Specific and
detailed plan to the influence and decide whether the scenario highlights a positive or negative / internal
facilitate skill or external influence. Students should make sure to circle an answer for each scenario.
development and We will then have a group discussion on why they labeled the scenarios what they did.
student learning)

Differentiated Instruction:
There will be a visual model for the students to look at. We can also read each scenario
Indicate time out loud if needed to help auditory learners
allocation:
(minutes)
Higher Order Thinking Questions (3):

10-15 minutes Why did you highlight some scenarios as internal or external?
Do any of these scenarios relate to you? If so, how can you stay away from the negative
influences and how can you keep the positive influences?

Check for Understanding:

We will check for understanding by seeing how many scenarios the student gets correct.
Transition: students should now put their mind map to the side but not completely away as
they may use it

Focused Learning’ Activity #5 -

(Specific and Create a mind map - students will come up with a variety of different things that
detailed plan to influence them (friends, family, music, social media) and write them down into their
facilitate skill mind map. Students should then highlight at least one thing they wrote on the mind map
development and and label it with a star to identify what their most influential factor is. Students should
student learning) then take a blue colored pencil (or draw a square in the bubble) and label what their
internal influences are and use a red colored pencil (or draw a triangle) to identify what
their external Influences are. Students should also identify what influences they think
are positive or negative (or maybe both). Students have the freedom to make this mind
map as specific or as broad as they want. They can include specific family members
Indicate time (mom, dad, brother, sister, etc.), friends, specific apps (maybe even accounts on specific
allocation: apps). Students can then create a deeper list as to what influences them.
(minutes)
25-30 minutes

Differentiated Instruction:
Students are able to look at an example of our mind maps in order to see what theirs
should look like.

Higher Order Thinking Questions (3):

Are most of your influences internal or external? why?
Are most of your influences positive or negative? why?
What are some strategies you can implement that can assist in decreasing your risk for
CVD?
 Check for Understanding:
Seeing students list out their influences on the mind map and labeling them will help us
check for understanding.

Check for Understanding:

We will check for understanding by seeing how many logo’s the student gets correct.

Transition Students will now analyze the pictures in the PP and discuss how the scenarios
associated with them influence their behaviors

Focused Learning’ Activity #6 - Positive vs Negative Influences

(Specific and Students will be shown a few pictures (one is a pantry full of junk food and the other is
detailed plan to a picture of a fridge stocked with fresh food) Students will participate in a discussion on
facilitate skill how coming home to the pantry full of junk food influences them to eat poorly and if
development and their groceries are not maily junk food they are more likely to improve their eating
student learning) habits. Make sure to emphasize how eating junk food all the time can lead to an
increased risk of CVD but also say that in moderation it can be okay. We will then
show them a picture of Lebron eating McDonald’s. We can then have another
discussion on how social media and celebrities influence their eating decisions.

Indicate time
allocation:
(minutes)
Differentiated Instruction:
10 minutes
Our instruction is geared to all types of learners including visual, auditory, and physical.
We have provided many slides, videos, and visual instructions for the visual learners.
The sound of videos, discussions, and verbal instruction will be aimed towards auditory
learners. Many of our activities provide students with the opportunity to work hands on
by writing and typing answers.
 Higher Order Thinking Questions (3):
How do celebrities and advertisements influence our health behaviors?
How does an advertisement like Lebron eating McDonald’s influence people's opinions
on if fast food is healthy or not?
How do these advertisements increase our risky behaviors towards cardiovascular
disease?

Check for Understanding:

We will check for understanding by having students answer these higher-order
questions and see if they make a connection between the advertisements' influence and
their behaviors.
Closing:
Thank you all for your cooperation today, you did a great job! Wednesday, we will be
diving into how physical activity impacts our cardiovascular system. Now if everyone
can scan this QR code and fill out the forum it takes you too.
Indicate time
allocation:
(minutes)
1-2 minutes
Remediation/Modifications:
Differentiated Student collaboration, visual powerpoint, worksheets, instruction, challenging games,
Instruction: student creation.
Extensions: If we needed to we could always incorporate more advertisements or different food
products into the lesson. Another great thing we could do is to implement videos of
celebrities that everyone knows supporting “diet teas” or supporting a weight loss
program and then discuss how not eating enough of the right nutrients is also bad
for your cardiovascular health
Supplemental https://www.rmc.org/wp-content/uploads/2020/06/Analyze-Influences_9-12.pdf
Resources:

https://www.obesityevidencehub.org.au/collections/prevention/promotional-channels-
and-techniques

https://www.cancer.gov/publications/dictionaries/cancer-terms/def/cardiovascular-
disease
 https://www.who.int/news-room/fact-sheets/detail/cardiovascular-diseases-(cvds)

https://www.verywellfit.com/how-does-social-media-affect-eating-habits-5188578

https://www.headtohealth.gov.au/meaningful-life/physical-health/food

https://www.youtube.com/watch?v=h413NHcx7eo

Lesson 2:
Course: 9th Health Education

Unit Focus: Lesson # in Unit: (i.e., Lesson 3 of 8)

2 of 3
Analyzing influences on healthy behaviors that
impact cardiovascular disease - Physical Activity

Date of Lesson: Class Time: Length of Lesson: Number of Students:

(Time)
04/18/2022 8:32 - 9:55am 10:00- 30-35 students
11:32am 90 Mins

Equipment/Supplies: (Attach all relevant Technology Use: (by students):

handouts, activities, templates, PP slides, etc. to
N/A
be used in lesson)
Flipchart from Monday

Web of Influence - from Monday

https://1drv.ms/w/s!
AgCgzm6nywUHfdxlFNdv7dWceFw

Grocery shopping worksheet

Powerpoint

Guided Notes

40 sets of guided notes, 100 stickers, 100 flash

cards,

Description of Facility: Safety Considerations: (Physical & Emotional):

Health Classroom @ Allatoona High School - Prevent giving personal opinions
- Trigger warning for food and caloric intakes
- No student disclosures (students can see us after
class if they need/want
- Students should respect each other and the
teacher while having these discussions
Standards/Essential Questions/Skill Development/Assessments:
Healthy HBO 1: engage in moderate to vigorous physical activity for at least 60 minutes every day
Behavior
HBO 5: Follow a physical activity plan for healthy growth and development
Outcome:
HBO 7: Support others ot be physically active

National PA1.12.1 Analyze how an inactive lifestyle contributes to chronic disease

Health
PA1.12.2 Analyze ways to increase physical activity and decrease inactivity.
Education
Standards: PA1.12.7 Evaluate the short- and long-term benefits of physical activity including improving
mood, self-esteem, attention, cognitive performance, cardiovascular health, strength,
endurance, flexibility, and reducing risks for chronic diseases.

PA2.12.5 Analyze how some health risk behaviors influence the likelihood of engaging in
physical activity practices and behaviors
PA2.12.8 Analyze how media and technology influence personal, family, and community
physical activity practices and behaviors.
PA2.12.9 Differentiate relevant influences, including family, culture, peers, school,
community, media, technology, and public health policies on personal physical activity
practices and behaviors.

Georgia HEHS.1.c: Analyze how the environment and personal health are interrelated
Standards of
HEHS.1.a: Predict how health behaviors can affect health status
Excellence:
(write out HEHS.2.c: Analyze how peers influence healthy and unhealthy behaviors
elements)
HEHS.2.e: Evaluate the effect of media on personal and family health
HEHS.2.f: Evaluate the effect of technology on personal, family, and community health
Skill Identify any skill steps that will be addressed in the lesson:
Pedagogy
Steps:
☐ #1. Introduce the Skill  
Provide students with a definition.  
Discuss the relevance of the skill to their health and their lives. 
Explain the educational outcomes of the skill. 

☐ #2. Present Skill Cues/Critical Elements 

☐ #3. Model the Skill 

Provide students with the opportunity to observe the skill being applied effectively. 
Correct misconceptions about what the skill is and how to perform it.  

☐ #4. Practice and Feedback  

Encourage verbal rehearsal and action. 
Provide opportunities for practice in real-life, relevant situations with coaching and
feedback. 

☐ #5. Assess the Skill and Support Transfer 

Evaluate student performance. 
Provide opportunities for personal practice (students practice the skills in real life
outside the classroom). 

Essential ● How do these influences affect our behaviors regarding cardiovascular disease?
Questions:
Skill Model Skill Cues
Used in
Unit:
Step 1: Identify influences Reference: RMC Health –
Resources and Tools RMC Health
 Step 2: Connect influences to outcomes » Resources & Tools
Step 3: Connect influences to the Future

Assessments Diagnostic Formative Summative

: Diagnostic,
Gauge where students are in Gauge student progress/growth Gauge student
Formative,
their learning prior to the through ongoing and periodic mastery of
Summative
beginning of the lesson. observation and/or checks for standards.
understanding.
Review over the four types Trashketball review activity, N/A this lesson
of influences Think pair share, Group
discussion

Language - Internal, External, Positive, Negative Influences

Used in the
- Cardiovascular disease
Lesson:
- Analyzing influences, perception of norms

Behavioral/Performance Objectives:
Prior Academic Knowledge & Skills: (Describe prior knowledge and skills students will need to use
and build upon to be successful in lesson)

After monday’s lesson, students should be able to define what influences are. Students should be able to
identify different influences Students should also be able to identify what types of influences their peers,
family, social media etc. are and label them as positive or negative and internal or external.

Functional Health Information: (Cognitive objective; ABCD format) Standard Method of

addressed: Assessment:
The student will be able to explain how their influences can affect their
behavioral risk factors for cardiovascular disease by answering the questions PA1.12.1 Group
on the front of the WOI they made Discussion,
PA1.12.2
Think, pair
PA1.12.7 share,
The student will be able to make the connection on how different types of Trashketball
HEHS.1.c
influences affect their behaviors by going through different scenarios and
identifying the influence and the behavior in the scenario HEHS.1.a

Health-related Skill(s): (Psychomotor objective; ABCD format) Standard Method of

addressed: Assessment:
Students will be able to connect their influences to their outcomes and explain
how the influence affects their behavior relating to CVD on the Web of PA2.12.5 Group
Influence during a think, pair, share activity Discussion,
PA2.12.8
Think, pair
PA2.12.9 share,
Students will be able to explain how their influences directly link to their Trashketball
HEHS.2.c
behaviors and how their behaviors affect their risk of developing CVD during
a class discussion after finishing their WOI HEHS.2.e
HEHS.2.f
Development of attitudes, values, beliefs & norms to adopt/maintain Standard Method of
healthy behaviors: (Affective objective; ABCD format) addressed: Assessment:
Group
Discussion,
 Students will further dictate how their behaviors are influenced by their NHES 2.12.1 Think, pair
environment, family, peers in regards to food & nutrition and physical share,
NHES 2.12.3
activity. Trashketball
NHES 2.12.5
Students will analyze the factors that influence safe, accessible, equitable, and
affordable opportunities for healthy eating practices and physical activity
behaviors for oneself and others.
HEHS.2.c
HEHS.2.e
HEHS.2.f

Lesson Plan Details:

Write a detailed outline of your class session including your participatory methods, instructional strategies, learning tasks, key questions, key
transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could
understand the instructions enough to use them. Include what you will do as a teacher and what your students will be doing during each lesson phase.
*Note: the statements and scaffolding questions in red below are meant to guide your thinking and planning. You do not need to answer them
explicitly or address each one in your plan.
Lesson Purpose: Have students understand how their influences affect their decisions they make
regarding different health topics (Physical Activity)
Lesson
Introduction:
We will start by saying “Hey everyone! It is great to see you all here today!”we will
(Instant/Motivation
start by doing a quick mood check and having students give a thumbs up, down, or
al Activity; Warm-
sideways to indicate if they are feeling happy, upset, or in the middle. Then we will
Up; Set Induction)
pass out everything that they returned to us on monday (nametags, guided notes, skill
cue flipbook, and web). We will ask if anyone remembers what we discussed on
monday. We will ask students if they can name one of the four types of influences and
have the students come up to the board to write down one of the types.
Indicate time
allocation:
(minutes)
5 minutes
Transition: Have students get out a piece of papers and tell them to get in groups with the
people sitting next to them.

Focused Learning: Activity #1 – WRITE ON BOARD

(Specific and
Before we start with the powerpoint, we will have students come up and write one
detailed plan to
of the four types of influences on the board. This will provide us with knowledge
facilitate skill
on if they retained a basic understanding of what we discussed on Monday. For
development and
example, if a student writes down “positive influence” we can then ask them if they
student learning)
can tell us what it is (write it on the board) and then to give an example they can
think of (write it on board). When the student is down writing their definition on
the board we will ask students “raise your hand if you think this is a good
definition” and the same for the example. If a student raises their hand and
Indicate time disagrees with the example, we will ask them “why do you disagree? can you give
allocation: an example of what you think a positive influence is”. If the student who lists the
(minutes) type of influence cannot define it, we can ask the group to see if someone else can.
The same will be done for all 4 types of influences.
10-15 minutes

Differentiated Instruction:
Having students write their own definitions on the board provides a visual aid of the
different types of influences for the remainder of class. Having students come up to
write examples on the board can help others think of examples themselves and help
keep the content relevant to them.

Higher Order Thinking Questions (3):

 Why do you think it’s important to hear different opinions/perspectives on whether
others think it’s positive or negative?
Why is it important to know the different types of influences?
Why is it important to know how to analyze these influences?

Check for Understanding: Students writing their answers they came up with would
serve as a check for understanding.

Transition: DEBRIEF - Pass out 3 flashcards per group of 3-4

3-5 minutes
Focused Learning:
Activity #2 - Positive vs. Negative / Internal vs. External
(Specific and
detailed plan to As a review of how to identify positive, negative, internal, external, there will be 3
facilitate skill scenarios of an influence on the powerpoint. Students will get with a group of 3-4
development and people (the students sitting around them) and will be given 3 flashcards per group (1
student learning) card per scenario). Students should then go through the scenarios and decipher whether
the influence is positive or negative then internal or external. After they finish all of the
scenario’s students should write why they labeled the scenario and what they did.
Students will then discuss the scenarios with their groups and will share their answers
Indicate time with the class. Having 3 flashcards gives each group member an opportunity to
allocation: participate and engage in the activity.
(minutes)
3-5 Minutes
Differentiated Instruction:
 The scenarios will be shown in the powerpoint but if a student is having trouble reading
them they can be read aloud to them. This will provide students with an audio cue to
respond to as well.

Higher Order Thinking Questions (3):

How do you think the influences listed in these scenarios can affect their behaviors?
Why is it important to be able to identify the influences?
Why is it important to know how the influence affects our behaviors when thinking
about CVD?

Check for Understanding:

Students sharing the answers they came up with would serve as a check for
understanding.

Transition: DEBRIEF - When having students share their answers, ask them “why do you
think that influence negatively or positively affects their behavior”. Then we can
ask if anyone had a different answer for that scenario. Give stickers to the groups
that share their answers.

Focused Learning:
Activity #3 – Finish Web of influences sheet
(Specific and
detailed plan to On monday, students were told to create a mindmap where they listed their
facilitate skill different influences and were labeling them as positive, negative, internal, and
development and external. Since we ran out of time on this activity, we will work on this for about
student learning) 10-15 more minutes to allow students to finish up what they were doing. Most of
the students already colored their paper to identify if the influence was positive or
negative so we will work on identifying them as internal vs external next. Students
should identify their influences with an E for external and an I for internal. After
they are done, there are some “higher order thinking questions” on the front of the
Indicate time page for them to answer.
allocation:
(minutes)
The students will think of and write down different behaviors that they participate
in related to CVD….students will then draw a line connecting the influences they
10 minutes? identified to the behaviors that they listed…it is okay for students to have multiple
behaviors to the same influence

Differentiated Instruction:
A picture of my example will be avaliable in the powerpoint for students to look at.
I will also have a hard copy in case the students are not able to see it on the
projector

Higher Order Thinking Questions (3):

What are some behaviors that increase our risk for cardiovascular disease?
How will consistently eating poorly contribute to a higher risk of CVD?
What are some risk factors for CVD?

Check for Understanding:

Students answering the questions on the front of the page and sharing their
answers with the class.
Transition: DEBRIEF ACTIVITY, ask students how the influences they listed related to CVD.
Have students share their answers to the questions they answered on the front of
the web of influences worksheet. WHY IS THIS IMPORTANT FOR CVD?

Focused Learning: Activity #4 – Class discussion:

After finishing the web of influences, we will conduct a class discussion where we
(Specific and
acknowledge that they now know how to identify these behaviors
detailed plan to
facilitate skill
development and
student learning)
Differentiated Instruction: A picture of my example will be available in the
powerpoint for students to look at. I will also have a hard copy in case the students
are not able to see it on the projector.
Indicate time
allocation:
(minutes) Higher Order Thinking Questions (3):
Are most of your influences internal or external? why?
10-15 minutes Are most of your influences positive or negative? why?
What are some strategies you can implement that can assist in decreasing your
risk for CVD?

Check for Understanding: Students writing their answers they came up with would
serve as a check for understanding, as well as discussion
Transition: They will be given one piece of paper per group.

Focused Learning’ Activity #5 - Parents & food Discussion

(Specific and
detailed plan to
We will have pictures listed on the board and will have the class do a group
facilitate skill
discussion with their same groups as before. They will discuss who buys their
development and
groceries, who typically makes / adds to the grocery list (if there is one), what kind
student learning)
of meals they typically have at home, and will ask them if they are interested in
pitching in to the groceries / giving suggestions to their parents (or whoever goes
grocery shopping) to get certain foods.

Indicate time
allocation:
(minutes)
Differentiated Instruction:
25-30 minutes
Students are able to answer the questions on the worksheet associated with this activity.
This worksheet provides students with a visual cue as to what they should be thinking
about. This helps students who are more visual learners. We will also have students
share their answers to these questions which will help auditory learners hear some
examples of what their peers said.

Higher Order Thinking Questions (3):

Thinking back to monday, why is it important to select fresh/healthier groceries? How
does this contribute to your risk of Cardiovascular disease?
Do you think collaberating with your family on what groceries to buy could influence
them to make better choices when eating? Why?
If you do not have any influence in the creation of the grocery list would that be
something you are interested in? Why or why not?
 Check for Understanding:
Discussion and debriefing the activity will help us check for understanding.

Transition
Go over trashketball rules

Focused Learning’
(Specific and Activity #6 - Trashketball with Questions
detailed plan to
facilitate skill
development and After finishing the guided notes, the students will be grouped up with 3-4 people
student learning) and will be shown a number of questions to discuss and answer with their groups.
These questions will be taken from our lesson monday, as well as today
(wednesday). They will be able to use their notes for this, if needed. After each
question, we will have one member from each group bring up their written
answer. We will give one sticker PER group who got the answer right, and will
Indicate time
further explain it to those who got it wrong. Each group, even if they got it wrong,
allocation:
will have one person come and shoot the piece of paper into the bucket or
(minutes)
trashcan. They have the option of shooting behind the 1 point line, 3 point line, or
10 minutes 5 point line. This will allow for differentiation and more challenging tasks for those
who need it or like a challenge.

Differentiated Instruction:
Our instruction is geared to all types of learners including visual, auditory, and physical.
We have provided many slides, and visual instructions for the visual learners. The
sound of discussions, and verbal instruction will be aimed towards auditory learners.
Many of our activities provide students with the opportunity to work hands on by
writing and typing answers.

Higher Order Thinking Questions (3):

How does a poor diet contribute to a higher risk of Cardiovascular disease?

What are 3 risk factors for CVD?

What types of lifestyles account for about 2.4% of U.S. direct medical spending or
approximately $24 billion a year?

Check for Understanding: discussion and debriefing the activity will help us check for
understanding.
 Closing:
Thank you all for being such great listeners in class today. We hope you were able to
learn new things today, and will apply what you’ve learned throughout your life.
On Friday, we will dive into how experimenting with drugs (specifically tobacco) can
Indicate time
affect our cardiovascular system.
allocation:
(minutes) Come ready to have fun and play games, as things will start to get competitive! :)
4-5 minutes Have a great rest of your day.

Remediation/Modifications:
Differentiated Student collaboration, visual powerpoint, worksheets, instruction, challenging games,
Instruction: student creation.
Extensions: We could have the students go home and talk to their parents about what they
have learned, offer their new knowledge to share with them, and offer to help
make the next grocery list with healthy food options. They can also explain new
forms of exercise and explain the benefits of it.
Supplemental https://www.rmc.org/wp-content/uploads/2020/06/Analyze-Influences_9-12.pdf
Resources:

https://www.obesityevidencehub.org.au/collections/prevention/promotional-channels-
and-techniques

https://www.cancer.gov/publications/dictionaries/cancer-terms/def/cardiovascular-
disease
 https://www.who.int/news-room/fact-sheets/detail/cardiovascular-diseases-(cvds)

https://www.verywellfit.com/how-does-social-media-affect-eating-habits-5188578

https://www.headtohealth.gov.au/meaningful-life/physical-health/food

https://www.youtube.com/watch?v=h413NHcx7eo

https://info.totalwellnesshealth.com/blog/sedentary-lifestyle-vs.-active-lifestyle-
infographic

Lesson 3:
Course: 9th Health Education

Unit Focus: Lesson # in Unit: (i.e., Lesson 3 of 8)

3 of 3
Analyzing influences on healthy behaviors that
impact cardiovascular disease

Date of Lesson: Class Time: Length of Lesson: Number of Students:

(Time)
04/22/2022 9:00 -10:04am 30-35 students
60 min
Equipment/Supplies: (Attach all relevant Technology Use: (by students):
handouts, activities, templates, PP slides, etc. to
N/A
be used in lesson)

Flipchart from Monday

Web of Influence from Monday & Wednesday

Happy Friday!!

Influences on healthy behaviors

https://docs.google.com/document/d/
1qG_k0RL_lFOfuzNu8_msf3h8saAj9WRLfJ4zQ
edWyTI/edit?usp=sharing

Healthy vs Unhealthy behaviors worksheet

Grocery shopping worksheet

100 stickers, 40 copies of each worksheet they are

supposed to fill out, gummy bears

Description of Facility: Safety Considerations: (Physical & Emotional):

 Health Classroom @ Allatoona High School - Prevent giving personal opinions
- Trigger warning for food and caloric intakes
- No student disclosures (students can see us after
class if they need/want
- Students should respect each other and the
teacher while having these discussions

Standards/Essential Questions/Skill Development/Assessments:

Healthy HBO 1: engage in moderate to vigorous physical activity for at least 60 minutes every day
Behavior
HBO 7: Support others to be physically active
Outcome:
HBO 11: Choose and enjoy nutrients - dense foods and beverages that reflect personal
preferences, culture, and budget

National PA1.12.1 Analyze how an inactive lifestyle contributes to chronic disease

Health
PA1.12.2 Analyze ways to increase physical activity and decrease inactivity.
Education
Standards: PA1.12.7 Evaluate the short- and long-term benefits of physical activity including improving
mood, self-esteem, attention, cognitive performance, cardiovascular health, strength,
endurance, flexibility, and reducing risks for chronic diseases.

PA2.12.5 Analyze how some health risk behaviors influence the likelihood of engaging in
physical activity practices and behaviors
PA2.12.8 Analyze how media and technology influence personal, family, and community
physical activity practices and behaviors.
PA2.12.9 Differentiate relevant influences, including family, culture, peers, school,
community, media, technology, and public health policies on personal physical activity
 practices and behaviors.

Georgia HEHS.1.c: Analyze how the environment and personal health are interrelated
Standards of
HEHS.1.a: Predict how health behaviors can affect health status
Excellence:
(write out HEHS.2.c: Analyze how peers influence healthy and unhealthy behaviors
elements)
HEHS.2.e: Evaluate the effect of media on personal and family health
HEHS.2.f: Evaluate the effect of technology on personal, family, and community health
Skill Identify any skill steps that will be addressed in the lesson:
Pedagogy
Steps:
☐ #1. Introduce the Skill  
Provide students with a definition.  
Discuss the relevance of the skill to their health and their lives. 
Explain the educational outcomes of the skill. 

☐ #2. Present Skill Cues/Critical Elements 

☐ #3. Model the Skill 

Provide students with the opportunity to observe the skill being applied effectively. 
Correct misconceptions about what the skill is and how to perform it.  

☐ #4. Practice and Feedback  

Encourage verbal rehearsal and action. 
Provide opportunities for practice in real-life, relevant situations with coaching and
feedback. 

☐ #5. Assess the Skill and Support Transfer 

 Evaluate student performance. 
Provide opportunities for personal practice (students practice the skills in real life
outside the classroom). 

Essential ● How do these influences affect our behaviors regarding cardiovascular disease?
Questions:
Skill Model Skill Cues
Used in
Unit:
Step 1: Identify influences Reference: RMC Health –
Resources and Tools RMC Health
Step 2: Connect influences to outcomes
» Resources & Tools
Step 3: Connect influences to the Future

Assessments Diagnostic Formative Summative

: Diagnostic,
Gauge where students are in Gauge student progress/growth Gauge student
Formative,
their learning prior to the through ongoing and periodic mastery of
Summative
beginning of the lesson. observation and/or checks for standards.
understanding.
Review over behaviors that Checks for understanding as All three
affect CVD they fill out their worksheets. worksheets serve as
Debriefs of activities. a TOTD assessment
of their knowledge
throughout the
week

Language - Internal, External, Positive, Negative Influences

Used in the
- Cardiovascular disease
Lesson:
 - Analyzing influences, perception of norms

Behavioral/Performance Objectives:
Prior Academic Knowledge & Skills: (Describe prior knowledge and skills students will need to use
and build upon to be successful in lesson)

After Monday's lesson, students should be able to define what influences are. Students should be able to
identify different influences. Students should also be able to identify what types of influences their peers,
family, social media etc. are and label them as positive or negative and internal or external.

Functional Health Information: (Cognitive objective; ABCD format) Standard Method of

addressed: Assessment:
Students will be able to identify 2 healthy behaviors in their lives regarding
Cardiovascular disease on a performance assessment worksheet PA1.12.1 Healthy vs
unhealthy
PA1.12.2
behaviors
Students will be able to identify 2 unhealthy behaviors that they currently PA1.12.7 worksheet
engage in regarding cardiovascular disease on a performance assessment
HEHS.1.c
worksheet
HEHS.1.a

Health-related Skill(s): (Psychomotor objective; ABCD format) Standard Method of

addressed: Assessment:
Students will be able to identify at least two influences from their family,
peers, or community that decrease their risk of developing a cardiovascular PA2.12.5 Influences
disease. on healthy
 PA2.12.8 behaviors /
influences
Students will be able to identify at least two influences from the media, or PA2.12.9
on
technology that increase their risk of developing a cardiovascular disease
HEHS.2.c unhealthy
behaviors
HEHS.2.e
sheet
HEHS.2.f

Development of attitudes, values, beliefs & norms to adopt/maintain Standard Method of

healthy behaviors: (Affective objective; ABCD format) addressed: Assessment:

Students will further dictate how their behaviors are influenced by their NHES 2.12.1 Group
environment, family, peers in regards to food & nutrition and physical discussion,
NHES 2.12.3
activity. worksheets
NHES 2.12.5 TOTD
Students will analyze the factors that influence safe, accessible, equitable, and
affordable opportunities for healthy eating practices and physical activity
behaviors for oneself and others.

Lesson Plan Details:

Write a detailed outline of your class session including your participatory methods, instructional strategies, learning tasks, key questions, key
transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could
understand the instructions enough to use them. Include what you will do as a teacher and what your students will be doing during each lesson phase.
*Note: the statements and scaffolding questions in red below are meant to guide your thinking and planning. You do not need to answer them
explicitly or address each one in your plan.
Lesson Purpose: Have students understand how their influences affect their behaviors they participate in
regarding different health topics
Lesson
Introduction:
(Instant/Motivation As students are walking in I will pass out all of their papers that they have been
al Activity; Warm- working on throughout the week. I will start by saying “Hey everyone! It is great to see
Up; Set Induction) you all here today!” I will then ask the students if they have any plans over the weekend
or if they are doing anything fun that they want to share and let a few of them share
with the class if they do.

Indicate time
allocation:
(minutes)
2-3 minutes
Transition:
transition into review slides on powerpoint

Focused Learning: Activity #1 - Review healthy and unhealthy behaviors related to CVD
(Specific and
Students will go through a review of all the different behaviors that can impact their
detailed plan to
risk of developing Cardiovascular disease. I will start by asking the students if they can
facilitate skill
answer the questions on the powerpoint. After they give me some answers I will show
development and
them the answers that I have provided. I will then have the questions listed below on the
student learning)
ppt as a debrief.

Differentiated Instruction:
Indicate time
Having students share their thoughts will provide an audio cue for auditory learners. I
allocation:
will also have the answers I am looking for written on the powerpoint
(minutes)
5-10 minutes
Higher Order Thinking Questions (3):
Are any of these behaviors relevant to your life? How?
Why is it important to understand the different risk factors for Cardiovascular disease?
 What can you do with this information outside of school?

Check for Understanding:

Have students engage in a discussion and ask them the three higher thinking questions

Transition:
3-5 minutes Pass out Identifying behaviors worksheet
Focused Learning: Activity #2 - Identifying behaviors activity
Students will be given a worksheet in which they are supposed to identify 2 healthy
(Specific and behaviors that they currently (or want to) engage in that lowers their risk of developing
detailed plan to CVD. Students should list the behavior in the left column and then explain how it
facilitate skill affects their cardiovascular health. After this, students should do the same to identify 2
development and unhealthy behaviors that they currently engage in and explain how it affects their risk of
student learning) CVD.

Differentiated Instruction:
Indicate time
I will have an example of the worksheet that I have filled out in case some students
allocation:
(minutes) want a visual explanation of what to do. I can also talk with them and help them come
up with some behaviors that they might not think they participate in getting enough
15-20 minutes sleep

Higher Order Thinking Questions (3):

How do the behaviors you listed affect your risk for cardiovascular disease?
Why is it important for you to know how the behaviors you engage in affect your
 cardiovascular health?
Are you able to come up with more healthy or unhealthy behaviors? Why?

Check for Understanding:

I will be walking around and looking at students’ papers as they are working

Transition: Pass out Influences on healthy behaviors worksheet

Focused Learning: Activity #3 – Connecting influences to their healthy behaviors

Students will now take the healthy behaviors that they previously identified and connect
(Specific and
them with influences in their lives. Students should take one healthy behavior that they
detailed plan to
previously identified and connect it to at least two influences from their friends,
facilitate skill
families and community. Students should also identify at least two influences from the
development and
media/technology. Students will then identify if the influences they listed are internal or
student learning)
external and why they identified them as such. Students will then list how the
influences affect their behaviors and how their behaviors decrease their risk of
developing cardiovascular disease in the future. After students have filled out the
worksheet, I will ask the class if anyone wants to share an example that they wrote
Indicate time down.
allocation:
Differentiated Instruction:
(minutes)
If any student is having trouble identifying an influence to their healthy behavior, I will
have a physical copy consisting of an example that I have created.
15 minutes

Higher Order Thinking Questions (3):

Why is it important to highlight these positive influences?
 Why should we know how to connect our influences to our future behaviors?
Can our influences help shape our future behaviors? How?

Check for Understanding:

I will walk around and look at students' papers as they are filling them out and answer
any questions they may have.

Transition:
Pass out influences on unhealthy behaviors worksheet

Focused Learning: Activity #4 – Connecting influences to their unhealthy behaviors

Students will now take the unhealthy behaviors that they previously identified and
(Specific and
connect them with influences in their lives. Students should take one unhealthy
detailed plan to
behavior and one healthy behavior that they previously identified and create a web of
facilitate skill
influences based on the behaviors that they choose. Students should identify if Students
development and
will then identify if the influences they listed are internal or external and why they
student learning)
identified them as such. Students will then list how the influences affect their behaviors
and how their behaviors increase their risk of developing cardiovascular disease in the
future.

Indicate time
allocation: Differentiated Instruction:
(minutes)
If any student is having trouble identifying an influence on their unhealthy behavior, I
will have a physical copy consisting of an example that I have created.
10-15 minutes Higher Order Thinking Questions (3):
Why is it important to highlight our negative influences?
 What are some ways in which we can decrease the behaviors we participate in due to a
negative influence?
Are you able to turn a negative influence into a positive? How?

Check for Understanding:

I will walk around and look at students' papers as they are filling them out and answer
any questions they may have.

Transition: *Collect all of their papers and move on to closure* *5th activity is listed in case of
extra time*

Focused Learning’ Activity #5 - Parents & food Discussion

(Specific and
detailed plan to
We will have pictures listed on the board and will have the class do a group
facilitate skill
discussion about the questions on the powerpoint (1 minute to think about each
development and
question). After answering the questions on the board we will have a brief
student learning)
discussion regarding their answers. I will then pass out a worksheet where they
will discuss who buys their groceries, who typically makes / adds to the grocery list
(if there is one), what kind of meals they typically have at home, and will ask them
if they are interested in pitching in to the groceries / giving suggestions to their
Indicate time parents (or whoever goes grocery shopping) to get certain foods.
allocation:
(minutes)
Differentiated Instruction:
10-15 minutes
Students are able to answer the questions on the worksheet associated with this activity.
This worksheet provides students with a visual cue as to what they should be thinking
about. This helps students who are more visual learners. We will also have students
share their answers to these questions which will help auditory learners hear some
examples of what their peers said.
 Higher Order Thinking Questions (3):
Thinking back to Monday, why is it important to select fresh/healthier groceries? How
does this contribute to your risk of Cardiovascular disease?
Do you think collaborating with your family on what groceries to buy could influence
them to make better choices when eating? Why?
If you do not have any influence in the creation of the grocery list would that be
something you are interested in? Why or why not?

Check for Understanding:

Discussion and walking around to ask students what they are putting on their worksheet

Transition

Focused Learning’
(Specific and
detailed plan to
facilitate skill
development and
student learning)

Indicate time
allocation:
(minutes)
 Closing:
FIrst, I will present my reward to the student who has the highest amount of stickers. I
would like to thank Coach Soley for allowing me to teach his class and thank him for
allowing me the opportunity to grow as a teacher. I would also like to thank the
Indicate time students for participating in all of the activities this week and let them grab a bag of
allocation: gummy bears on the way out.
(minutes)
2-3 minutes

Remediation/Modifications:
Differentiated Student collaboration, visual powerpoint, worksheets, instruction, challenging games,
Instruction: student creation.
Extensions: We could have the students go home and talk to their parents about what they
have learned, offer their new knowledge to share with them, and offer to help
make the next grocery list with healthy food options. They can also explain new
forms of exercise and explain the benefits of it.
Supplemental https://www.rmc.org/wp-content/uploads/2020/06/Analyze-Influences_9-12.pdf
Resources:

https://www.obesityevidencehub.org.au/collections/prevention/promotional-channels-
and-techniques

https://www.cancer.gov/publications/dictionaries/cancer-terms/def/cardiovascular-
 disease

https://www.who.int/news-room/fact-sheets/detail/cardiovascular-diseases-(cvds)

https://www.verywellfit.com/how-does-social-media-affect-eating-habits-5188578

https://www.headtohealth.gov.au/meaningful-life/physical-health/food

https://www.youtube.com/watch?v=h413NHcx7eo

https://info.totalwellnesshealth.com/blog/sedentary-lifestyle-vs.-active-lifestyle-
infographic

Section 7: Resources and Materials

Links to all resources used:
https://www.georgiastandards.org/standards/pages/browsestandards/healthed.aspx

https://www.cdc.gov/healthyyouth/hecat/index.htm

https://www.cdc.gov/healthyschools/sher/standards/index.htm

https://www.cdc.gov/healthyschools/sher/characteristics/index.htm

https://www.cdc.gov/healthyyouth/data/yrbs/results.htm
https://www.gadoe.org/schoolsafetyclimate/GSHS-II/Pages/Georgia-Student-Health-Survey-II.aspx

https://www.rmc.org/wp-content/uploads/2020/06/Analyze-Influences_9-12.pdf
https://www.obesityevidencehub.org.au/collections/prevention/promotional-channels-and-techniques
https://www.cancer.gov/publications/dictionaries/cancer-terms/def/cardiovascular-disease
https://www.who.int/news-room/fact-sheets/detail/cardiovascular-diseases-(cvds)
https://www.verywellfit.com/how-does-social-media-affect-eating-habits-5188578
https://www.headtohealth.gov.au/meaningful-life/physical-health/food
https://www.youtube.com/watch?v=h413NHcx7eo
https://info.totalwellnesshealth.com/blog/sedentary-lifestyle-vs.-active-lifestyle-infographic
https://www.rmc.org/wp-content/uploads/2020/06/Analyze-Influences_9-12.pdf
https://www.obesityevidencehub.org.au/collections/prevention/promotional-channels-and-techniques
https://www.cancer.gov/publications/dictionaries/cancer-terms/def/cardiovascular-disease
https://www.who.int/news-room/fact-sheets/detail/cardiovascular-diseases-(cvds)
https://www.verywellfit.com/how-does-social-media-affect-eating-habits-5188578
https://www.headtohealth.gov.au/meaningful-life/physical-health/food
https://www.youtube.com/watch?v=h413NHcx7eo
https://www.rmc.org/wp-content/uploads/2020/06/Analyze-Influences_9-12.pdf
https://www.obesityevidencehub.org.au/collections/prevention/promotional-channels-and-techniques
https://www.cancer.gov/publications/dictionaries/cancer-terms/def/cardiovascular-disease
https://www.who.int/news-room/fact-sheets/detail/cardiovascular-diseases-(cvds)
https://www.verywellfit.com/how-does-social-media-affect-eating-habits-5188578
https://www.headtohealth.gov.au/meaningful-life/physical-health/food
https://www.youtube.com/watch?v=h413NHcx7eo
https://info.totalwellnesshealth.com/blog/sedentary-lifestyle-vs.-active-lifestyle-infographic
 References:

Achrekar, A. (2022, April 5). Health Education Curriculum Analysis Tool (HECAT). Centers for Disease Control and Prevention. Retrieved May 4,
2022, from https://www.cdc.gov/healthyyouth/HECAT/index.htm

Advanced Solutions International, I. (2015). Appropriate practices in school-based health education. Appropriate Practices in School-Based Health
Education/SHAPE America. Retrieved May 4, 2022, from
https://www.shapeamerica.org/publications/products/appropriatepractice_schoolhealth.aspx

American Public Health Association, American School Health Association , American Association for Health Education, & Center for Disease
Control and Prevention. (2019, March 27). National Health Education Standards . CDC Healthy Schools . Retrieved May 4, 2022, from
https://www.cdc.gov/healthyschools/sher/standards/index.htm

CDC. (2019). High school YRBS. Centers for Disease Control and Prevention. Retrieved May 4, 2022, from
https://nccd.cdc.gov/youthonline/App/Results.aspx?
OUT=0&SID=HS&QID=H87&LID=KS&YID=2013&LID2=&COL=S&ROW1=N&ROW2=N&FR=R1&FG=G1&FA=A1&FSL=S1&FGL=
G1&PV=&TST=False&C1=&C2=&QP=G&SYID=&PF=1

Cobb County School District. (2022, March 15). Allatoon High School - About School. Cobb County School District. Retrieved May 4, 2022, from
https://www.cobbk12.org/allatoona/page/563/about-school

Cox, K. (2009, May 18). Georgia Performance Standards for Health Education. Retrieved May 4, 2022, from
https://www.georgiastandards.org/standards/GPS%20Support%20Docs/Health_Education_2-11-2010.pdf

RMC Health. (2020, June). Analyze influences. RMC Health Analyze Influences. Retrieved May 4, 2022, from
https://www.rmc.org/what-we-do/training-expertise-to-create-healthy-schools/health-education/analyzing-influences/

US News. (2022). Allatoona High School in Acworth, GA - US News Best High Schools. US News Best High Schools. Retrieved May 4, 2022, from
https://www.usnews.com/education/best-high-schools/georgia/districts/cobb-county-school-district/allatoona-high-school-5810