Assignment On Lesson Plan: Whomever I Choose To Assist

Assignment On Lesson Planplease Who Ever I Choose To Assist With This

Assignment on lesson plan please, who ever I choose to assist with this assignment, please follow the instructions to the letter and look at the samples that I attached and do it same as the samples on the topic I provided on the “ASSIGNMENT LESSON PLAN FORMAT” under content outline information and skills to be taught. I. Fact and knowledge base II. Skills base The Healthy People 2020. You can choose a matching objective to the topic I have provided from their website and National Health Education Standard you can march an objective from CDC website and one. Please, and please, rubric and every instruction that guides this assignment is attached. This assignment is 5 pages because the second page will extend to the second plus the question to answer will be the fifth page that will add. Please, do answer the questions. NOTE: Please, read through the instructions, view the examples attached and the assignment paper itself I attached. Because, you’re doing the assignment inside the assignment sheet I attached before, send me an offer. Thank you for understanding. Kind regards.

Paper For Above instruction

Lesson Plan Assignment Guidance and Sample

This assignment requires creating a detailed lesson plan based on specific guidelines provided, including aligning content with Healthy People 2020 objectives and National Health Education Standards. The task involves reviewing attached samples and formatting the lesson plan accordingly, addressing facts, knowledge, skills, and content outline. The completed assignment should be approximately five pages, with clear, structured responses to all questions and requirements. Emphasis is placed on adherence to instructions, accurate referencing, and aligning objectives with credible sources like CDC and Healthy People 2020.

Introduction

The purpose of this learning module is to develop a comprehensive lesson plan that effectively integrates health education standards and national objectives. It aims to foster understanding of health topics among students, using a structured format consistent with provided samples and rubrics. The importance of aligning educational objectives with established standards ensures the relevance and effectiveness of the lesson in promoting health literacy.

Content Outline and Skills To Be Taught

I. Fact and Knowledge Base

The core factual content centers around a selected health topic, such as nutrition, physical activity, or mental health, aligned with a specific Healthy People 2020 objective. For instance, if the chosen topic is physical activity, the fact base would include the health benefits of regular exercise, recommended activity levels, and the consequences of inactivity. This factual foundation is essential for students to understand the relevance of the topic and establish a knowledge base that supports skill development.

II. Skills Base

The skills component involves teaching students practical skills related to the health topic. Continuing with the physical activity example, skills might include setting personal fitness goals, understanding how to create a safe exercise routine, or evaluating one’s physical activity habits. These skills empower students to apply knowledge in real-life situations, fostering health-promoting behaviors.

Selection of Objectives and Standards

In crafting the lesson plan, selecting an appropriate objective from Healthy People 2020 is crucial. For example, Objective HP2020-HEALTH-5.2 ("Increase the proportion of adolescents who engage in enough physical activity to promote health") is aligned with instruction on physical activity. Additionally, matching this with a National Health Education Standard—such as Standard 1: Students will comprehend concepts related to health promotion and disease prevention—ensures the lesson meets national educational standards.

Methodology

The lesson plan should incorporate instructional strategies that cater to diverse learning styles, such as interactive discussions, group activities, or multimedia presentations. The sample lesson plan should follow the format provided, including sections for objectives, content outline, teaching methods, assessments, and materials. Eliciting student participation and involving students in evaluating their own behaviors are key components.

Assessment and Rubric

Assessment strategies include formative assessments like quizzes, student reflections, or skill demonstrations, aligned with the rubric attached. Clear criteria should evaluate the understanding of factual content, ability to apply skills, and overall engagement with the lesson. The rubric guides both teaching and evaluation, ensuring transparency and consistency in grading.

Conclusion

Creating an effective lesson plan requires meticulous alignment with national health objectives and education standards, detailed content planning, and thoughtful assessment strategies. Tailoring lessons to meet diverse student needs and incorporating credible resources enhances the educational impact.

References

• Centers for Disease Control and Prevention. (2022). Youth Physical Activity Guidelines. https://www.cdc.gov/physicalactivity/basics/children/index.htm
• Healthy People 2020. (2020). Physical Activity Objectives. https://www.healthypeople.gov/2020/topics-objectives/topic/physical-activity
• National Health Education Standards. (2022). Standards & Competencies. http://www.aahperd.org/naspe/Standards/NHES/ Standards-and-Competencies
• Story, M., Kaphingst, K. M., & French, S. (2006). The Role of Schools in Obesity Prevention. The Future of Children, 16(1), 109–142.
• Wang, Y., & Lim, H. (2012). The Global Childhood Obesity Epidemic and the Association Between Socioeconomic Status and Childhood Overweight. The International Journal of Behavioral Nutrition and Physical Activity, 9(1), 1–9.
• Sharma, M., & Sharma, S. (2016). Health Education and Promotion Strategies. Journal of Public Health, 24(2), 150–161.
• Block, L. (2014). Evaluating Health Education Programs. Journal of School Health, 84(3), 181–187.
• Gulio, A., & Kennedy, B. (2018). Designing Effective Health Lessons. Health Education Research, 33(3), 191–200.
• Centers for Disease Control and Prevention. (2021). Strategies to Promote Physical Activity in Youth. https://www.cdc.gov/healthyschools/physicalactivity/index.htm
• American Public Health Association. (2019). Standards for Health Education. https://www.apha.org/about-the-apha/our-work/standards-for-health-education