Content and Behavioral Objectives
Develop a lesson plan for a unit that will be the basis for several assignments in this course.
Write 4 pages paper about a 3- to 5-day lesson plan (one or two (1 or 2) hours each day) a unit in which
you:
- Provide a content outline of the topics that will be covered in the unit.
- State the primary outcome of the unit and identify five behavioral learning objectives for the lessons.
Include one (1) objective for each cognitive level � knowledge, comprehension, application, analysis,
and synthesis. - Identify and provide rationale for two (2) or more technology resources to be used to meet the
objectives. - Describe and provide rationale for three (3) ways you plan to communicate the objectives and
outcomes to students, parents, and the administration. - Use three (4) references (no older than five (5) years) to support rationale for technology.
CONTENT AND BEHAVIOURAL OBJECTIVES 2
CONTENT AND BEHAVIOURAL OBJECTIVES
STUDY UNIT: Health Education, Grade 5.
4-Day Lesson Plan: 2 Hour Lesson Duration
The lesson plan will cover 4 Days, while each lesson will last 2 hours. The rationale for the
lesson duration is based on the need for in-depth and comprehensive coverage of the Unit
content.
Essential Knowledge and Skills:
At the end of this unit, it is expected that students will have gained essential health knowledge
and skills necessary for maintaining personal health and hygiene. Students should be able to:
- Investigate and evaluate different types of food labels and/or interpret and understand
nutritional content - Apply the food guide pyramid in making healthy food and nutritional choices
- Identify and relate different foods to the 6 major nutritional categories learned
- Determine and calculate the association between caloric intake and energy expenditure
- Distinguish between health and skill related physical activities that are requisite for good
human health - Examine a personal health plan and its diverse constituents and differentiate between
individual and family health plans.
The primary learning outcome:
CONTENT AND BEHAVIOURAL OBJECTIVES 3
Students should be able to identify the basic structure and anatomy of the human body, and
connect the distinct functions of body parts to their personal health.
The specific learning outcomes are:
- Students should be able to describe the human body, analyses the anatomy and functions
of different body parts, and exhibit understating of the correlation between different body
systems such as the digestive system, respiratory system and the reproductive system. - Should have thorough knowledge of the changes that occur in male and female body
during puberty and should be able to identify and describe the changes. - Students should demonstrate the ability to apply health information and grasp of diverse
methods used to access health information. - Should demonstrate understanding of the different methods used to communicate health
information that encompass billboards, posters and brochures.
Behavioral learning Outcomes
General behavioral health Outcome: Students should demonstrate understanding of the different
human behaviors that cause diseases and those that inhibit quick recovery. The specific
behavioral outcomes are: - The students should be able to vividly describe the process of maintaining a healthy body
and have thorough knowledge of behaviors that ruin the health of vital body systems such
as smoking, which causes damage to the respiratory system. - Should demonstrate knowledge of the link between immunization and disease prevention
- Able to differentiate myth and fact especially in health issues and disease management
and prevention
CONTENT AND BEHAVIOURAL OBJECTIVES 4
- Describe the process of managing common illnesses that includes common colds
- Students should demonstrate understanding of health behaviors that reduce common
health risks by being able to identify, describe, compare and analyze different types of
medications (prescription and non-prescription) and their effect to the human body. - Be able to describe the short-term and long-term adverse effects of alcohol and other
substances on the proper functioning of the body systems.
Unit Content Topic Outline - Introduction to Health
- Personal Health Care
- Human Growth and Development
- Drug Prevention and Abuse
- The Human Anatomy
- Food and Nutrition
- Human Health and Nutrition
Resources needed/preparation:
The technological resources needed will be a projector and electronic human anatomy.
The projector will be used during classroom discussion of the unit objectives. It will also be used
in other subsequent lessons. The electronic human anatomy will be used in teaching the human
body and its functions.
Strategies for communicating unit objectives
CONTENT AND BEHAVIOURAL OBJECTIVES 5
Different strategies will be used to communicate the unit objectives to the students. The
first strategy that will be used is through a course rubric. A printed hard copy will be distributed
to students at the onset of the first lesson. The second strategy will be through a classroom
discussion. The unit objectives will be discussed in the classroom and students asked to indicate
their degree of understanding of the lesson objectives. The evaluation method will also be
revealed in advance. The third strategy for communicating the unit objectives will be through
group discussions where students will be put in groups and every group asked to make a
presentation on the course objectives (Aksoy, 2012).
Rationale for choice of communication strategy
The rationale for choosing the course rubric strategy is that it ensures that the students
stay informed about the unit objectives throughout the teaching sessions. Course rubric provides
a comprehensive strategy that tutors can use to ensure that learning objectives are clearly
articulated to learners (Elliott, 2016). The rationale for choosing classroom discussions is that it
is an effective strategy as it ensures that students have the unit objectives explained using a
simplified language (Butcher, Davies & Highton, 2016). It also provides learners with an
opportunity to ask questions on unclear aspects of the learning objectives. Since this strategy
involves personal explanation by the tutor, it’s the most effective communication strategy since it
addresses the different diversities among students. The rationale for choosing group discussions
is based on their efficacy on encouraging information sharing among learners (Butcher, Davies
& Highton, 2016). This strategy will accord students with the opportunity to share their different
perspectives on each unit objective. Since group discussions are interactive, they allow learners
to learn from each other’s personal experiences, which make understanding easier.
CONTENT AND BEHAVIOURAL OBJECTIVES 6
Application
The health knowledge acquired should be able to prepare and equip students with life skills
necessary for a healthy lifestyle. Students should be able to apply the knowledge gained in the
improvement of their personal health and that of their families by adopting healthy lifestyles to
prevent health related diseases such as obesity (Lee& Takahashi, 2015).
Evaluation
Students will be evaluated through a short quiz that will test their understanding of the
basic concept of human health. The quiz outcome will indicate the success or failure of the
lesson in achieving the lesson objectives (Lee & Takahashi, 2015). The quiz will cover all the
unit objectives and will test the students understanding of their human health and its subsequent
application. The unit will also be evaluated in the final examination where questions will be
asked on key unit objectives. The end of term examination will have a practical component that
will evaluate practical skills. The quiz and end of term examination will be used to evaluate the
student’s skills and knowledge (Sjostrom & Olson, 2014).
Student Diversity Strategy
Student diversity strategy that will be used includes peer tutoring where students will put
in groups and asked to use a teach-back approach to teach the rest of the group members what
they have learned in the unit (Edwards & Da Fonte, 2012). Specialized handouts will also be
distributed to students to address the different diversity issues. These handouts will be
customized to cater for individual needs of different students.
CONTENT AND BEHAVIOURAL OBJECTIVES 7
References
Aksoy, G. (2012). The Effects of Animation Technique on the 7th Grade Science and
Technology Course. Creative Education, 03(03), 304–308.
Butcher, C., Davies, C., & Highton, M. (2016). Designing Learning: From Module Outline to
Effective Teaching. Key Guides for Effective Teaching in Higher Education Series, 218.
Edwards, C. C., & Da Fonte, A. (2012). The 5-Point Plan. Teaching Exceptional Children, 44(3),
6–13.
