HES 360 Assignments

EXAMS: THREE EXAMS             ABOUT 200 points
Reading assignments, lectures, and handouts are evaluated using short answer and essay questions on exams.  Exam dates will be listed in the course outline and reading list. 
ASSESSMENT OF READING            ABOUT 80 points
For each chapter assigned, you will carefully read the chapter and complete the questions or  mini-assignment if one is listed.  I use questions/mini-assignments rather than quizzes in this course. Points are earned for these assignments.       
BLOCK PLAN FOR 10-12 LESSONS  80 POINTS
 In HES 355 you completed a scope and sequence for about 10 lessons.  This document was very in-depth and taught you more about what is age appropriate for your unit.  It is now time to create a teaching version of that document that is abbreviated for use when actually writing daily lesson plans.  Many of your scope and sequence lessons were very long for 45 minute lessons so you will now need to re-think how you divided the SS.  Using the Block Plan format below, divide your Scope and Sequence into 10-12 lessons thinking about the fact that you will use hands on activities to teach the content in each lesson.  For each lesson, you will write an objective, include an abbreviated version of your scope and sequence, and briefly describe at least one ACTIVITY from Meeks, Heit, and Page OR the Jackson books that you will use in each lesson. Example: Day 1
Objective:  By completing the matching exercise, students
will be able to match each health-related behavior to the
appropriate category within the CDC 6 risk behaviors.
 
Scope and Sequence Outline
(abbreviated):
I.  CDC-6 Risk Behaviors
            A.  Definition of risk behavior
            B. 6 risk behavior categories
II.  Healthy and Unhealthy Choices
            A.  Healthy Choices such as:
                        1.  Eating fruits and veggies
                        2.  Exercise daily
                        3.  8 hours of sleep
                       
            B.  Unhealthy Choices such as:
                        1.  A diet rich in fat and sugar
                        2.  Staying up very late
                        3.  Rarely exercise
                       
Activity:   
Matching Exercise Sheet with discussion
 BLOCK PLAN format is a link off the HES 360 course page.             

TWO MINI-IN CLASS TEACHING PRESENTATIONS based on activities in the Meeks, Heit, and Page Textbook   50 points
 
TWO MINI-IN CLASS TEACHING PRESENTATIONS based on the Jackson texts – 50 points
 Each person in this class will be assigned to teach two activities from chapter 16, section three, in the Meeks, Heit, and Page and two activities from the Jackson books.  Meeks, Heit, and Page TextSection three contains fun, interactive teaching ideas/mini-lessons for each unit area we cover in class:  mental and social health, family and social health, nutrition, and so on.  In the list below, find your name (twice) and the unit topic area and grade level assigned, then review those parts of section three.  Prepare to teach the activity to a small group in class in 15 minutes on the date assigned.  You will convert the lesson you choose into the Activity Plan format included in this syllabus and plan it for 15 minutes.  We will be students in the grade level assigned.  For example, if your name is Jen Jones and you are assigned grades 7 or 8, chapter 9, Nutrition, you would:go to chapter 16, Nutrition, grade 7 (pages 673-678) AND thengo to nutrition, grade 8 (pages 718-722) and review the activities. Then choose one of the two activities and modify as needed so the activity will fit in 15 minutes, copy any handouts you need, and prepare to teach this activity in class.  REMEMBER…if the activity includes a lot of TALKING at kids, modify it to eliminate most of the lecture/talking and replace with ACTIVITIES. At the end of the teaching activity, you and your students (who then become future teachers) discuss how the activity went, what you liked, and what you would change before using the activity with real kids.  (Your assigned chapters for mini-teaching and due dates are found in the course pack for HES 360.)


MINI-TEACHING FROM JACKSON BOOKS                                            
Each student will also teach two activities from the Jackson books.  Jackson activities are based on THEMES not necessarily related to health education.  You will be assigned two THEMES and you will then choose activities for those themes and relate them to YOUR UNIT scope and sequence developed in HES 355.  Your lesson must take 20 minutes so you may need to modify the Jackson activities that are designed for 30 or more minutes.  This is your job as the teacher.  You will complete the Activity Plan Form (see link from HES 360 webpage) for each mini-teaching assignment from Jackson. See course pack for individual theme assignments and due dates.


 FULL LESSON PLANS FOR THREE LESSONS WITHIN YOUR SCOPE AND SEQUENCE
FROM HES 355 LAST FALL  120 POINTS 
Since you completed the scope and sequence for your assigned topic last fall, you now know WHAT you will teach to the grade level assigned and you have a SEQUENCE of the lessons.  The next step is to think about HOW you will teach the scope and sequence using ACTIVE LEARNING STRATEGIES.  We will learn all about active learning in this course.  You will choose three scope and sequence/lessons and write a full lesson plan for each one using the FORMAT described below.  If, for example, you decide that your first full lesson plan will begin with lesson 3 scope and sequence, then you PASTE that content into the appropriate place within the LP format.  You then add all other parts.  I review each lesson before the final draft is graded but points are earned for first drafts so be thorough and put forth solid effort on first drafts. Students earn points on drafts if they follow all directions in the syllabus, show serious effort, and edit work. Study the example below to see the parts of a lesson plan.  Be sure you are adding to your bibliography as you work and are using hands on, active learning to teach the scope and sequence for each lesson!  Chapter 5 in Meeks, Heit, and Page, part III mini-lessons in Meeks, Heit, and Page, and the two Jackson books have lots of great teaching strategy ideas…as do many of the resources on two-hour reserve.  You will not talk at students, no lectures, minimal discussion…instead use role play, children’s books, web quests, learning centers, case or story analyses, and lots of variety in teaching activities. YOU MUST USE AT LEAST ONEActivity from the above books in EACH FULL LESSON PLAN in addition to other activities you create or find.  Each lesson contains multiple activities since you need to teach the entire scope and sequence for the lesson. Remember that you cannot use a handout or printed activity from any source that is copyrighted.  You can borrow an idea and cite the source but must develop your own teaching materials.   
AN EXAMPLE OF A LESSON PLAN IS INCLUDED WITHIN YOUR COURSE PACK.

CLOSING COMMENTS REGARDING LESSON PLANS: Once I review and return lesson one, you make revisions and then submit a final draft for more detailed grading.  A final draft is worth 40 points based on the format described above. Evaluation of first drafts is based on the following and each first draft is worth 10 points:-Student followed all directions and completed all lesson sections. -Effort made to do a through job even though errors are expected.-Proper format was used. Once the final draft of LP 1 is completed and evaluated, the student then begins to develop lesson plans two and three using the above format, a new section of scope and sequence, different types of activities, and so on.   EDIT very carefully.  All work is to be turned in on the assigned due dates.  (See course outline.)  Need help?  ASK. 

    
EXPERIENTIAL ACTIVITY…TEACHING IN A SCHOOL
TWO of the THREE LESSONS YOU DEVELOP … 50 points
 You have now written three wonderful lesson plans.  It is time to “try out” teaching two of them. You will be placed in a St. Peter or other local school and be assigned a teacher who has agreed to have you come and teach.  The name, district, and phone number-email of the teacher is provided below.  You are to contact that teacher during the first week of classes to make arrangements to teach two lessons.  Let them know your unit topic and some sub-topics within your scope and sequence.  The teachers will probably NOT allow you to teach sexuality topics so if your unit relates to sexuality, explain the sub-topics such as decision making, peer pressure, healthy relationships, etc. within your unit.  Make firm arrangements regarding dates, and ask how much time you will have for each lesson.  In terms of dates, you need to teach between April 10 and May 10 if at all possible.  This gives us time to get the four lesson plans written.  Be sure to tell them you will send a copy of the completed preliminary lesson plan at least a week before you are scheduled to teach it!  You ask for their input about the lesson so you can make any changes they request.(If they ask how much time your lesson will take, say 45 minutes per lesson.  YOU ARE TOTALLY RESPONSIBLE FOR MAKING ARRANGEMENTS WITH YOUR TEACHER.  IF I RECEIVE ANY COMPLAINTS ABOUT SOMEONE BEING IRRESPONSIBLE OR UNPROFESSIONAL, YOU WILL NOT BE PERMITTED TO TEACH!   On the days you teach, the cooperating teacher completes the Feedback Form (see course pack).  You will hand in this form to show that you taught the lesson. You also complete a one-page Reflection on the teaching experience (see sheet in course pack) when each lesson is completed.  YOUR TEACHING EXPERIENCE MUST BE COMPLETED BY May 10.  We will have a discussion of your reflections and what you learned the last week of classes.  The cooperating teacher’s form and your reflection (for each lesson) will be due on that date. You will hand me a 3 by 5 card on February 26 that includes the following information:
Your Name
Cooperating Teacher’s Name and email
Date for Teaching Lesson One
Date for Teaching Lesson Two 

FINAL COMMENTS: I SHOULD SEE EVERY ONE OF YOU SEVERAL TIMES DURING THE SEMESTER AS YOU HAVE QUESTIONS ON YOUR ASSIGNMENTS, NEED HELP, OR ARE UNSURE OF DIRECTION AND FOCUS.  DON’T DELAY GETTING STARTED RIGHT AWAY AND ASK FOR ASSISTANCE WHEN YOU NEED IT.   I REALIZE THAT SOME OF YOU HAVE NEVER WRITTEN A LESSON BEFORE SO DON’T HESITATE TO COME IN AND ASK FOR HELP WHEN NEEDED.  Falling behind in a methods course is deadly so work hard and be organized.  

The really good news is that we will burn a CD of all work from HES 355 and HES 360 so you have wonderful teaching materials before you graduate.  You will also include several documents from this course in your SENIOR PORTFOLIO, required for graduation. You will do very well in this course and feel like a teacher, whether with adults or kids, when you finish the course!