SPRINGFIELD COLLEGE HEALTH LESSON PLAN TEMPLATE

Name: Kelly Haines

Date: April 8, 2015

School: North Middle School

Grade: 6

Class/Time: 49 Minutes
Unit/Theme: Goals, Decision Making and Values
Making

Class size: 17

Lesson Number: 4
Lesson Focus: Decision

Objectives (must be measurable, use action verbs and include elements of success)
Cite appropriate standards from MA Comprehensive Health Curriculum Frameworks
By the end of the lesson, students should be able to:
GP II Students will demonstrate the ability to use goal-setting and decision-making
skills to enhance health by filling out the decision making model completely based
upon the scenario presented in class.
2.13 Explain the personal benefits of making positive health decisions and monitor
progress towards personal wellness by identify with accuracy how decisions can
affect the outcome of your life.
Essential Question:
What affects and influences our decision making?
Materials/Supplies/Lesson Preparation
1. Bowl
2. 1 Gallon of Whole Milk
3. Food Coloring
4. Dish Detergent
5. Six steps to decision making graphic organizer
6. Decision Making Scenario
References/Resources (include books, articles, websites, etc.)
Hands on Health
http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Familie
s_Pages/The_Teen_Brain_Behavior_Problem_Solving_and_Decision_Making_95.aspx
Transition: Students will enter the room and sit at their desk. Students will be
welcomed to class and the first student to enter the class will be asked to hand out
the name plates. (2 min)
Introduction: (3 min)

State objectives
o Personal benefits of making positive health decisions

o
o

Will demonstrate the ability to use goal-setting and decision-making

skills to enhance health.
Essential Question: What affects and influences our decision making?

State
o
o
o
o
o

agenda
Attendance
Finish Decision Making Model Notes
Review Academic Vocabulary
Bowl of Milk Activity
Homework- Complete your own decision making model for a difficult
decision that you have had to make
**Assign new seats
1. Attendance (2 min)
Housekeeping Reminders: -Goal Trees
-Health Triangles
-Due: Friday
Transition: Students will take out decision making notes from previous class.
2. Decision Making Notes (Direct-Command Style)
Six Steps to Decision Making:
1.
2.
3.
4.
5.
6.

State the situation

List the options
Weigh the possible outcomes
Consider your values
Make a decision and act
Evaluate the decision

Extensions: Present a scenario and go through the decision making model.

Accommodations: Have a copy of the notes for students with IEPs.
Transition: Students will be asked to gather around the center table for the bowl of
milk activity.
3. Bowl of Milk (Guided Discovery)
Students will be told that:
- Milk represents a teenage brain
Ask studentswho influences the decisions that you make:
- Blue food coloring- messages from media
- Red food coloring- messages from family

-Green- values
- Yellow- friends
How do you feel with all of these different ideas in your head?
Do you ever feel a sense of conflict when forced to make difficult decisions?
Which side do you lean towards?
-

Dish detergent hormones- will be poured into bowl of milk

What happens when you pour the hormones into the brain?
What does this tell us about the effect of hormones on the body?
How does this affect our ability to make decisions?

-Amygdala (instincts/reflexes) vs frontal cortex (thinking things through logical)

-when dealing with hormones in most cases we use the amygdala
Based on the stage of their brain development, adolescents are more likely to:
-

act on impulse
misread or misinterpret social cues and emotions
get into accidents of all kinds
get involved in fights
engage in dangerous or risky behavior

Adolescents are less likely to:

-

think before they act

pause to consider the potential consequences of their actions
modify their dangerous or inappropriate behaviors

*Oxytocin hormone that is common eliminates ability to think clearly

Extensions: Give students a scenario and have them apply the brain experiment to
the scenario.
Accommodations: Give students a copy of the scenario, allow each student to
read the scenario and give them time to work together as a group to complete the
scenario.
4. Group Assessment- Academic Vocabulary Review (Practice Style) (5
min)
Students will be given envelopes in their groups, each envelop will have key terms
that we have gone over in class during the previous classes- also included in the
envelope will be definitions that match the key terms. As a group students will start
with the words facing down and review play a memory matching game. Students
will go one at time the goal of the game is to have all the correct matches.

-Students will be asked to put all notes away

Words to be Included:
-

Decision- a choice that determines a persons future actions

Risk- a chance that someone takes that could be dangerous
Consequence- the outcome of a choice/decision
Values- something that is important to someone and helps to guide their life
Step 1-State the situation
Step 2-List the options
Step 3- Weigh the possible outcomes
Step 4- Consider your values
Step 5- Make a decision and act
Step 6- Evaluate the decision

*The teacher will check to see that all students have the correct answers.
Transition: Students will take out homework notebooks to write down homework.
Homework: Complete your own version of the decision making model.
Students have the following options:
a. Come up with a decision that they may have to make in the future
b. Choose a scenario to complete the decision making model on
List Assessment(s) 1. Decision Making Model Graphic Organizer
2. Group Academic Vocabulary Review
Notes/Reflection (to be completed right after you finish teaching a particular lesson)
What did you accomplish? How much did the students learn? What would you
leave the same and what might you change in the future to improve this lesson?
This lesson went very well. Students were engaged the entire time and I thought the
bowl of milk activity went very well. One, part of this lesson that I would change if I
was to reteach the lesson would be to complete the decision making model as a
class. Students understood the steps to decision making, however not all students
understood how to apply these steps. It definitely was effective to have students
working in groups because they were helping one another out. However, I think if I
guided the class through the decision making model it would have been more
effective. I did not have time to complete my group academic vocabulary review. I
plan to use that as my activator tomorrow.