LEARNING EXPERIENCE LINK CLICK HERE

I. Setting the Stage

A. Standards & Indicators

National Health Education Standards & Performance Indicators

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

• 1.5.1 Describe the relationship between healthy behaviors and personal health.
• 5.4 Describe ways to prevent common childhood injuries and health problems.
• 5.5 Describe when it is important to seek health care.

Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.

• 5.1  Set a personal health goal and track progress toward its achievement.
• 5.2  Identify resources to assist in achieving a personal health goal.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

• 7.5.1        Identify responsible personal health behaviors.
• 7.5.2        Demonstrate a variety of healthy practices and behaviors to maintain   or    improve personal health      

New York State Health Education Standards

 1: Personal Health and Fitness

Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

Students will understand human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors.

• Explain how eating nutritionally balanced meals and snacks
  promotes health
• Describe the physical, social and emotional indicators of healthy
  People
• Identify responsible health behaviors and demonstrate
  strategies to improve or maintain personal health
• Identify common health problems and indicate how they can be
  prevented, detected and treated
• Set a personal health goal and track progress toward its achievement.

3: Resource Management

Students will understand and be able to manage their personal and community resources.

2.Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.

A.Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.

3.Knowledge Constructor:​ Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

B. Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

C. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

5. Computational Thinker​: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

B. Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.

C.Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

B. Context

1. Setting for learning experience

The school in which this instruction is taking place is an urban inner city elementary school (Pine Hills Elementary School). A special aspect of this school is the focus on science and technology. Using themes about the relationship between people and the environment, the curriculum at this school will offer an integrated and creative study of all areas in the New York State elementary curriculum-reading, language arts, math, science, social studies, music, art and physical education. This school prides itself on the Scholars use of learning strategies that reflect and reinforce the approaches that drive the development of science and technology: curiosity, discovery, observation, problem solving, inquiry and creativity. This school is also a community school in which it prides itself on its partnerships with community resources such as whitney young, local colleges, radix center and PAL. Hands-on learning, computers and partnerships with the New York State Museum and other community resources will involve children in actively acquiring the skills, knowledge and attitudes required to be effective problem solvers ensure career readiness.

This school offers before and after school programs for Scholars as well as many science related extracurricular activities. The school district is taking part in the Community Eligibility Provision. This allows any student in the district to receive one free complete breakfast and one free complete lunch as well as backpacks filled with food home on the weekend. The demographic that makes up this specific elementary school is 54% African American, 17% Asian, 14% Hispanic, 10 % Caucasian and 3 % Multiracial. According to the New York State test and standards 16 % of Scholars are proficient in math and 17 % of Scholars are proficient in reading.

The classroom in which the focus group is a part of is in a fourth grade classroom. This fourth grade classroom contains 16 students, 5 females and 11 males. The students range from ages 9 and 10. Fourth grade health is done twice a week for 30 minute blocks  for the 40 weeks.

The school district and community have been very supportive of health education. For example, our partnership with the Addiction Care Center which launched the Apple-A-day program for K-6 in all 13 elementary buildings is one of the many programs that supports our health teaching.

1. Preliminary actions needed prior to onset of learning experience (if applicable)
   Prior to this learning experience, students will have practiced and demonstrated proficiency in self-management, stress management, accessing accurate health information.
2. Theoretical foundations of health behavior and learning:
   social cognitive theory (SCT) proposes that health behavior is determined by knowledge, perceived self-efficacy over one’s health habits, outcome expectations, health goals, and perceived facilitators and impediments to action. According to SCT, another key determinant in health behavior is having goals and plans for accomplishing those goals (Bandura, 2004). The National Health Education Standards include goal setting as one of the eight standards for health education, highlighting its importance within the curriculum. Students must be able to set appropriate, realistic goals and formulate plans to accomplish those goals.

Excerpt From: Sarah Benes. “The Essentials of Teaching Health Education: Curriculum, Instruction, and Assessment.” Apple Books.

C. Rationale

Becoming a successful person goes beyond the learning of reading,writing and mathematics; it includes learning leadership skills, accountability, problem solving and team building skills. Goal Setting is a research proven strategy that has been effective in promoting student success when educating the whole child (academically and emotionally). For a student to be successful in all aspects of their life, they must decide what they want to achieve and then develop a plan to achieve it. To be prepared for school, work, and life, students must be able to “ set goals, work towards them, evaluate their outcomes, adjust as necessary, and feel confident in setting new goals. (Benes & Alpern, 2016,227) Classrooms must adapt their curriculum to ensure students are being taught these goal setting skills.

Researcher Bruhn (2016) explains that when students create their own personal goals they become more aware of their actions and efforts. Every choice a student makes they will have their desired outcome in their mind and how each decision will affect that outcome.Goal setting also helps students become aware of their time management skills. Setting a goal will obligate students to take action, regardless of if there is an obstacle in their way. It will push students to develop a plan or adjust an old plan to meet their goal by the desired time. Adjusting plans and goals can encourage students to develop critical thinking skills, new problem solving techniques, and a better understanding of how to overcome issues, ultimately preparing them for the future.

Dotson (2015) discusses the impact on goal setting with academic performance. When working with a rural school district of approximately 5,000 students he noticed a big problem at this school was academic test scores and problems related to irresponsibility, not inability. They decided to take on goal setting approach to address these issues. Doston explains that  “ As a result, the district has shown tremendous growth not only on state assessments, but also on local assess- ments. Additionally, the number of students meeting benchmarks for college and career readiness has in- creased significantly” (44). Goal setting has helped these students set achievements, organize academics  and access motivation during a time when they felt like giving u which led to greater confidence and productivity.

Furthermore, after reviewing data around drug usage, graduation rate, and physical activities I decided this a prerequisite skill students need to understand that every decision they make influences their future. Goal setting will help students attain the skills break down their future into more manageable, realistic tasks. According to Youth Risk Behavior Surveillance System (YRBSS) 15 % of youths in New York were not physically active for 60 minutes at least one day a week as well 30 % of youths played video or computer games for three or more hours per day. By teaching goal setting to these students they will become more aware of what it means to live a healthy lifestyle and become empowered and motivated to make changes that have a positive impact on their health (Benes & Alpern, 225).They will learn the negative effects of playing video games and create personal goals for playing video games (ex 20 mins a day) and create a pan for what they could do with the extra time that would have been spent on the game. Goal setting will also be taught in relation to college readiness because research shows as of 2018  only 66 % of Albany High School students graduate. It is easy for students to feel overwhelmed  when they are asked to think about their future. However, proper goal setting skills can “help can break those larger, more intimidating aspirations down into achievable stepping stones”(Ames, 1992). Achieving smaller milestones offers greater levels of contentment and motivation and will help students see the bigger picture like high school graduation or college.

To maximize student engagement and motivation each lesson that will be delivered to students will allow for the creation of  personal goals relevant to their life. Students are “more motivated to accomplish what they have planned for themselves and they tend to work harder on self-made goals than externally imposed goals” (Cheung, 2004). Each lesson will not only  guide students to set goals but also provide the opportunity for students to figure out a plan to work towards their goals.

This learning experience plan directly supports the mission and culture of the school by connecting lessons to the schools mission and vision statement. The schools mission is to “educate our school community through learning strategies that reinforce curiosity, discovery, observation, problem solving, inquiry and creativity across all disciplines”. Teaching students the necessary skills for goal setting will also help students develop numerous abilities, such as leadership skills and problem solving skills, which align with the schools mission. The culture of the school pushes students to do hard things and prepare for college and career readiness. Each morning the students, principal and teachers chant when things get hard remember “We got this” This growth mindset and culture will be brought into each lesson.

Resources:

Ames, C. (1992). Classrooms: Goals, structures and student motivation. Journal

Of Educational Psychology, 82(3), 261-271

Bruhn, A. L., McDaniel, S. C., Fernando, J., Troughton, L. (2016). Goal-setting interventions for

students with behavior problems: A systematic review. Behavioral Disorders, 41,

107–121.

Benes, S.S, and Alperin, H.L. The essentials of teaching health education:curriculum,instruction,

and assessment. Champaign, IL: Human Kinetics.

Cheung, E. (2004, March). Goal setting as a motivational tool in student’s self- regulated

learning. Educational Research Quarterly, 27(3), 3-7.

Dotson, R. (2015). Does goal setting with elementary students impact reading growth?

The Journal of School Administration Research and Development. 43-68.

Youth Risk Behavior Surveillance System (YRBSS). (2018, August 22). Retrieved from

https://www.cdc.gov/healthyyouth/data/yrbs/index.htm.

D. Resources

1. Albany Community Resources

https://www.albanycountyda.com/Bureaus/RevJohnUMillerOR/LinksResources.aspx

 II. Pedagogy

a. Skill focus:

PG.E.1 Identifies the benefits of planning and setting personal health goals

PG.E.2 Makes a personal commitment to achieve a personal health goal

PG.E.3 Develops a personal health goal and a plan to achieve it

PG.E.4 Identifies possible barriers to achieving the personal health goal

PG.E.5 Implements the plan to achieve the personal health goal and overcome possible barriers

PG.E.6 Analyzes the impact of decisions on the personal health goal

PG.E.7 Identifies personal support systems and explains their importance in achieving the personal health goal

PG.E.8 Monitors and evaluates progress towards achieving the personal health goal

b.Functional Knowledge:

 PAN.E.1 Regular physical activity and healthy eating behaviors are essential components of a healthy lifestyle and reduce the risk of developing many diseases.

SR.I.2 Most adolescents do not engage in risky sexual behavior.

AOD.I.10 Alcohol and other drug use is an unhealthy way of coping with problems.

ORH.I.6 Individuals protect their skin from the sun’s UV rays with clothing and sunscreen containing a sun protection factor of 15 or higher.

Mental Health 1A. Id. Individuals can take action (individually or with support) to positively impact their own mental health.

Mental Health 3C. Ia. Many trusted adults and community resources are available to help individuals with their mental health needs.

c.Healthy Behavior Outcomes

HE-1. Eat the appropriate number of servings from each food group every day. HE-5. Drink plenty of water every day.

HE-12. Follow an eating plan for healthy growth and development.

MEH-2. Engage in activities that are mentally and emotionally healthy.

PHW-2. Practice appropriate hygiene habits.

PHW-3. Get an appropriate amount of sleep and rest.

PA-1. Engage in moderate to vigorous physical activity for at least 60 minutes every day.

PA-2. Regularly engage in physical activities that enhance cardio-respiratory endurance, flexibility,muscle endurance, and muscle strength.

PA-5. Follow a physical activity plan for healthy growth and development.

S-6. Recognize and avoid dangerous surroundings.

SH-1. Establish and maintain healthy relationships.

V-5. Avoid situations where violence is likely to occur.

d. Enduring Understandings

Identifies the attributes (knowledge, skills, competencies) of a safe and healthy person. Selects and applies a health skill to improve personal health and safety.

e.Learning Experience objectives with associated formative & summative assessment and modifications  (see chart)

Students will be able to (SWBAT):

1. Identify the benefits of planning and setting personal health goals.
2. Make a commitment to achieve a personal health goal.
3. Develop a personal health goal and a means to achieve it.
4. Identify possible barriers to achieving personal health goals.
5. Implement the plan to achieve the personal health goal and overcome possible barriers.
6. Analyze the impact of decisions on the personal health goal.
7. Identifies personal support systems and explains their importance in achieving the personal health goal.
8. Monitors and evaluates progress towards achieving their personal health goal.
9. Identify why regular physical activity and healthy eating behaviors areessential components of a healthy lifestyle and reduce the risk of developing many diseases.
10. Understand Alcohol and other drug use is an unhealthy way of coping with problems.

Formative Assessment

• Charts
• Exit ticket
• Observation
• Worksheet
• Brochure

Summative Assessment

• Media presentation
• Quiz

Plan for Potential Assessment Modifications for student(s) who:

1. 1. Has ADHD: fidget spinner, balancing chair, prompting to stay on task, break as needed
   2. Has autism: prepping for when the schedule will change, discussing speakers that are going to come into class, no throwing things at the student (example: catching ball), encouragement, drawing the topics/theme of lesson
   3. Reads far below grade level: pictures next to words/themes, audio as needed, reading out loud, saying directions twice or three times
   4. Is learning English as a new language: English/Spanish homework, pictures next to words, English word and Spanish word next to each other, classroom labeled with objects

F. Daily Scope & Sequence

Mindfulness

Overview & Purpose: (What will be learned and why it is useful.)

The purpose of this lesson is to introduce the components of mindfulness.  The concept of mindfulness correlates to mental health, as practicing mindfulness aides your mental health status.  Mindfulness is useful to anyone because its proven to reduce stress, anxiety, depression, dealing with decision making efficiently, increases mortality, as teaches us the skill of how to live in the ‘now.’ It is essential for students to be able to explain, analyze, and apply concepts and key terms in order to gain knowledge about this topic.

Education Standards Addressed: (Include National, State and Common Core Standards) 

National Standards

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health

Standard 6:​ Students will demonstrate the ability to use goal-setting skills to enhance health.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

New York State

Standard 1: Personal Health and Fitness-Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

Standard 3: Resource Management-Students will understand and be able to manage their personal and community resources.

Common Core:

English Language Arts: Writing Standards:Text Types and Purposes

CCSS.ELA-LITERACY.W.11-12.2.A: Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

English Language Arts: Comprehension and Collaboration

CCSS.ELA-LITERACY.W.6-12.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Vocabulary/Concepts/Academic Language: (List all concepts that will be taught and assessed in the lesson.)

Vocabulary- Stress, Anxiety, Depression, Mortality, Relaxing, Breathing, breaths, present time

Concepts-Mindfulness, reducing stress, knowing when something is too stressful

Summative Assessment

Name_________________

Circle the correct answer.

1. A priority is something that is:

A. of most importance

B. of least importance

C. of some importance

D. of no importance

2. Setting goals requires taking:

A. one step at a time

B. multiple steps at a time

C. a giant leap forward

3. The “S” in the S.M.A.R.T. goals method of setting goals stands for:

A. systematic

B. specific

C. simple

D. none of the above

4,The goal ” I want to make good grades” is a S.M.A.R.T. goal.

A. True

B. False

5. The following is an example of a S.M.A.R.T. goal:

A. I want to make three “B’s” and one” A” second semester in my core courses.

B. I want to pass the second semester.

C. I want to make all A’s.

D. none of the above

6. The following are the benefits of setting goals:

A.You take control of your life.

B.You focus on the important things.

C. You will be more self-confident and believe in yourself.

D. all of the above

7. Mindfulness can be beneficial to achieving goals?

A.True

B. False

8. Mindfulness can be used at anytime?

A. True

B. False