Appendix A
Directions For Writing Lesson Plans For The Health Academy

Lesson Plans

Each time you shift activities you need a lesson plan. Younger children need to shift activities sooner than older children, so the number of lessons may be larger in plans for the primary grades than in the upper grades.  Each lesson plan (regardless of length) has the same components. Use the following format for each of your lessons:

I. Topic
Provide a title for your lesson that identifies the content to be covered.

II. Objective(s)
List the objective(s) for your lesson. Don't write a paragraph, just list the objectives. As you plan your Health Academy day, include lessons that touch on all three domains of learning.

The three domains are:
1.	Cognitive domain (thinking, facts)
2.	Affective domain (feeling, values, attitudes)
3.	Psychomotor domain (action, doing)

The objectives for each lesson must:
1.	Use measurable terms
2.	Be learner-centered
3.	Have one topic area
4.	Have one verb
5.	Be one sentence
6.	Be realistic and appropriate 
7.	Represent valuable learning

III. Content Outline (Background Information)
Provide a content outline of all the information needed to teach the skill and understand the content of your lesson The content includes all the facts, examples, and descriptions that will be presented, as well as any extra information you may need in order to answer spontaneous questions. The content sections will be larger for the upper grades than the primary grades.

This section should look like an outline with roman numerals and all the other paraphernalia of an outline. The material in each part of the outline should be in full sentences. 

Since you will have to research the material for the content outline, the sentences (when appropriate) in the outline must be referenced. A wide variety of materials have information relevant and appropriate for your target population, so your references do not have to be limited to professional journals. Pamphlets, books, curriculum guides, web sites, workbooks, etc. can have valid and reliable information that you can use. 

When preparing this section imagine that the reader has no prior experience or knowledge of the topic. Don’t consider the information to be common sense or universally known by adults. Instead, imagine the type of content outline you would like if you were faced with teaching a lesson about a topic you knew nothing about.

IV. Learning Opportunity (What Actually Happens)
In a step-by-step fashion, describe what will happen during your lesson. Give the reader a clear picture of what will happen from the time you introduce your topic to the time the lesson is over.

Provide a sample program script which shows what happens when. List the questions you will ask. Include directions for activities and demonstrations. Indicate when you will ask for volunteers. Describe examples you may use when explaining a point.

Give directions clear enough that you would feel comfortable having someone who had not been involved in the planning teach your lesson. This section is very much like a script.

Health Academy  is designed to be a fun way to learn health. Every group should have active, involving things to do. Include music, dance, poetry, games, role play, puppets, stories, and art whenever possible. 

Within its learning opportunity, every lesson should have an:

information section (see/hear it) ((I do))
an activity section (practice it/ try it) ((We do))
a review section ( review it) ((You do))

Don’t just lecture during the information section, ask questions, do a demonstration, perform a role play, ask the students to read facts for cards, show a video, play a game, etc. When you do lecture, only talk for 3 minutes before involving the students in some way.

For the activity section, choose activities that allow every student to participate. Choose active, moving things rather than sitting, writing things if possible. Incorporate other disciplines like music, art, physical education, literature, reading, writing, math, etc. Be creative. Take a few risks. Have enough equipment, supplies, etc. for all students to participate with minimum waiting.

Finish each of your lessons with some type of review to make sure the students learned what you think they learned.  

V. Space and Resources
In this section, list the resources you will need in order to fully implement your lesson. Imagine yourself in an empty cell. What would you need? List everything, no matter how obvious it may seem.

Indicate how much and what type of space you need. You may stay in the classroom or use the outdoors.

VI. Student Materials
In this section, attach a copy of all the materials you plan to give the target population or use during the lesson. Also attach the directions and/or templates for any products you ask the students to make or use. If you will use a worksheet, attach it. If you will have the students cut out objects, attach masters of the objects. If you will prepare a food item, give the recipe. 

VII. Bibliography
In this section, list the references you used in planning the lesson. There are many wonderful resources for teachers that describe lessons or activities that would be perfect for the Health Academy. You are encouraged to use these materials just be sure to give credit to where the ideas came from.

Putting Lessons Within the Plan
Each lesson presented whether it is 10 minutes long or sixty minutes long must have each of the sections described in I-VII on the previous pages. “Getting to know you” activities and team building activities do not need a lesson plan but they do need full directions that are clear enough for another person to follow. Arrange the lessons in the written plan to reflect the order of the day. Identify the creator of each lesson in the upper right hand corner of its first page. Each group will receive a grade for the complete plan as well as an individual grade for the lesson(s) contributed. The individual grade is greater in weight than the group grade.