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Health Education Lesson Plan

Lakisha D. Wright

University of Maryland University College

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Description of Lesson Plan

Academic Subject(s): Health Education

Grade Level(s): 11th

Standards Integrated into the Lesson Plan: Common Core State Standards: Maryland (Standard
and Indicator).

Standard 1: Mental and Emotional Health – “Students will demonstrate the ability to use mental
and emotional health knowledge, skills, and strategies to enhance wellness” (MSDE, 2009).
Topic D – Decision Making
Indicator: “Apply the decision-making process to personal issues and problems” (MSDE, 2009).
- Objective A: “Demonstrate the ability to utilize strategies when making decisions related
to health needs and risks of young adults” (MSDE, 2009).
- Objective B: “Analyze health concerns that require collaborative decision-making”
(MSDE, 2009).

Standard 6: Nutrition and Fitness – “Students will demonstrate the ability to use nutrition and
fitness knowledge, skills, and strategies to promote a healthy lifestyle” (MSDE, 2009).
Topic E: Food and Health
Indicator 3: Analyze eating and activity behaviors that need improvement.
- Objective A: “Identify areas of personal eating behaviors that need improvement”
(MSDE, 2009).
- Objective C: “Determine a plan of action to address areas targeted for improvement”
(MSDE, 2009).

**Note: These standards are adopted from the Maryland State Department of Education for
Health Education.

National Educational Technology Standards for Students (2007): Standard and Indicator(s)

ISTE Standard 4: Critical Thinking, Problem Solving, and Decision Making – “Students use
critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources” (ISTE, 2007).

- Indicator A: “Identify and define authentic problems and significant questions for
investigation” (ISTE, 2007).
- Indicator C: “Collect and analyze data to identify solutions and/or make informed
decisions” (ISTE, 2007).
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ISTE Standard 6: Technology Operations and Concepts – “Students demonstrate a sound

understanding of technology concepts, systems, and operations” (ISTE, 2007).

- Indicator A: “Understand and use technology systems” (ISTE, 2007).

- Indicator B: “Select and use applications effectively and productively” (ISTE, 2007).

Enduring Understanding

My overarching goal is for students to understand how to identify nutritious food,

implement healthy eating strategies, create healthy meals, and understand that poor eating habits
cause chronic health diseases. The ability to achieve health and wellness requires students to
identify and understand the key health challenges young adults face in today’s world. It also
requires students to identify the best-fit strategies and solutions to prevent health issues or
manage them they occur. This lesson plan will allow students to understand the critical role
proper nutrition plays in improving the quality of life, achieving personal enjoyment, promoting
personal and community health, and experiencing lifelong benefits by eating healthy foods and
staying active. In addition, my students will also gain a clear understanding of the link between
positive decision-making and achieving physical, mental, and emotional health. Students will
learn how to apply critical thinking, real-world problem solving, decision-making, and
collaboration skills to meet the growing health demands of the 21st century.

Learning Objectives for the Lesson Plan:

Day 1

Students will use the United States Department of Agriculture’s ChooseMyPlate to identify
healthy foods in each food group and create healthy meals for breakfast, lunch, and dinner.

Day 2

Students will be able to explain how eating healthy foods can promote good health and prevent
chronic diseases.

**This lesson will take place over a 7-day period, and each class is 45 minutes long.

Brief Overview of Lesson

This lesson falls in the middle of the Nutrition unit. The overall purpose of the lesson is
to provide the attitudes, knowledge, and skills students need to achieve and maintain healthy
lifestyles. This will allow students to make healthy decisions at any age or stage in their lives. In
addition, the components of the lesson plan will allow students to learn the following:
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- Why health is important

- How actions, behavior, and decisions impact health
- What activities and skills promote good health and positive health outcomes

Additionally, the lesson takes an interdisciplinary approach to solve real-world problems.

OpenLearn (2015) notes the interdisciplinary approach “allows the student to learn by making
connections between ideas and concepts across different disciplinary boundaries. Students apply
the knowledge gained in one discipline to another to deepen the learning experience” (para. 1).
For instance, this lesson plan requires students to select healthy meals on a budget. This activity
requires students to recognize, explore, and learn about the interconnected subjects (i.e., Math,
Writing, etc.) that are involved in real-world health challenges and solutions. In addition,
students will create learning content to educate their peers on the dangers of poor nutrition and
the negative impact poor eating habits have on their overall health. This lesson provides the
critical thinking, problem-solving, collaboration, communication, and technical skills students
need in a growing and ever-changing world.

Featured Technologies

● Desktop Computers
● Overhead Projector
● Google Search
● Weebly
● YouTube
● Emaze
● TED Talks video
● ChooseMyPlate.gov - Interactive Website (USDA, n.d.)
● Wizer

This lesson requires students to work in the computer lab. There are 20 students enrolled in
the class, and the computer lab has enough desktop computers and space for each student to
work individually and in a group setting. The required preparation to ensure technology is
available and working includes the following: checking computer hardware to ensure the
computers work, ensuring computers can access the internet using Google Search, verifying that
links to online learning content work (i.e. articles, videos, etc.), ensuring that websites are up and
running with no technical issues (i.e, Emaze, Weebly, etc.), and ensuring technical support is
available if students encounter problems while working in the computer lab.

Other Necessary Materials:

PowerPoint Presentation - The Art of Good Nutrition (hardcopy)
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Lined Notebook Paper

Pen or Pencil
Health Binder

Prerequisite Student Skills

Students will have baseline knowledge that healthy eating promotes good health. For
instance, students currently understand that fruits and vegetables are healthy food choices that
promote health and wellness. In addition, all students must know how to access the internet,
conduct research using Google Search, and access the required Web 2.0 tools using a desktop
computer. I will be available to provide one-on-one assistance to students who require help with
the prerequisite skills.

Procedures/Activities

Learning Objective - Students will use the United States Department of Agriculture’s
ChooseMyPlate to identify a list of healthy foods in each food group and create healthy meals for
breakfast, lunch, and dinner.

Standard 6: Nutrition and Fitness

Topic E: Food and Health

ISTE Standard 4: Critical Thinking, Problem Solving, and Decision Making

Day 1 – Assessing Prior Knowledge

- Students will start with a Mind Warm-up that requires them to think about the meals they
consumed within the last 24 hours (i.e., breakfast, lunch, dinner, and snacks). They will
be required to use their prior knowledge to determine what food choices were nutritious
and what food choices were unhealthy. Students will write a pre-lesson journal in their
Health binder that identifies the food choices they consumed within a 24-hour period, if
their choices were healthy or unhealthy, and explain their responses. I will walk around
the room to observe students’ responses and answer any questions they may have.

Day 1 – PowerPoint Presentation

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- I will create and use, “The Art of Good Nutrition,” PowerPoint presentation to provide
the background knowledge students need to understand the nutrition concept and why it
is beneficial to their overall health. I will share the presentation with my students using an
overhead projector.

Day 1 – Guided Learning

- Using Google Search, students will access the ChooseMyPlate interactive website and
click on the Fruits, Vegetables, Grains, Protein, and Dairy food groups on “My Plate” to
learn about each food group (USDA, n.d.). Students will be required to take notes using
their Health binder. I will walk around the room and observe students, offer support, and
answer questions as needed.

Day 1 – Guided Learning (Practice)

- Students will work in small groups to complete a Wizer activity on the five food groups.
The Wizer activity will include a mix and match exercise that requires students to match
a list of foods with the appropriate food groups, a fill in the blank experience that requires
students to label a list of food as nutritious based on major nutrients or unhealthy. The
activity will also include a link to the, “How to Create a Healthy Plate” YouTube video
(Kaiser Permanente, 2017). After watching the video, students will continue working in
small groups to create a healthy plate for dinner that includes healthy foods in each food
group. Prior to using Wizer, students will watch a quick video that explains how to use
the platform to access and complete the activity. I will continue to observe students,
answer questions, and provide feedback. It is important to note that I will also pay close
attention to how students are collaborating, communicating, sharing ideas, and learning in
a group setting. If I see any students struggling with the Wizer activity or content, I can
provide immediate feedback and assistance to get them on the right track.

Day 1 – Demonstrate Learning (Project)

- Given a food budget of $50, students will be required to plan their meals (breakfast,
lunch, and dinner) by selecting nutritious foods in each food group for all meals (The
Health Teacher, 2017). Students are required to stay within their budget when creating
their meals. Students will also be required to explain and defend their selections. This is
an individual project. To prepare for the project, students will conduct research using
Google Search to find stores like Walmart Grocery, Giant Food, Harris Teeter, Trader
Joe’s, and other grocery retailers to look-up food prices, selections, brands, etc. Students
will prepare a presentation using Emaze. Since students used Emaze successfully for a
previous assignment in the class, they will receive a brief overview to reintroduce the tool
in the learning process. This is a student-centered project where students will take the
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driver’s seat during the learning process, and I will take a supportive role by answering
questions and guiding students in the right direction if they require assistance.

Day 1 – Wrap-up and Reflection

- Students will return to the journal entry they created during the pre-lesson activity and
reflect on what they learned about healthy foods, identify ways to improve their food
choices to make them more nutritious, and explain how they plan to continue using this
knowledge to select nutritious food and create healthy meals in the future.

Learning Objective - Students will be able to explain how eating healthy foods can promote
good health and prevent chronic diseases.

Standard 1: Mental and Emotional Health

Topic D – Decision Making

Standard 6: Nutrition and Fitness

Topic E: Food and Health

ISTE Standard 4: Critical Thinking, Problem Solving, and Decision Making

ISTE Standard 6: Technology Operations and Concepts

Day 2 – Assessing and Building on Prior Knowledge

- Students will continue to build on existing knowledge and integrate new knowledge by
using a Mind Warm-up that requires them to identify the potential health benefits of
eating fruits, vegetables, and other nutritious foods on a daily basis. Students will also be
required to identify the potential health risks that are associated with unhealthy food
choices. Students will record their responses in their Health binder. I will randomly call
on students to share their answers with the class.

Day 2 - Direct Instruction

- I will give a 10-minute lecture on the negative effects of an unhealthy diet. Students will
receive a hardcopy of the “The Effects of Poor Nutrition on your Health” article (Ajmera,
2019). Students will be required to read the article and add it to their Health binder.

Day 2 – Guided Learning (Practice Activity)

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- Students will work individually on a Seesaw activity that requires them to match
potential health benefits and risks that are associated with eating different types of food.
Since students used Seesaw successfully for a previous project, they will receive a brief
overview of the tool to reintroduce it in the learning environment. I will observe students,
ask questions, provide feedback, and answer any questions students may have during the
activity.

Day 2 – Technology Mediated Instruction – Video

- Students will access the internet using Google Search and watch “The Killer American
Diet That’s Sweeping the Planet” video (Ornish, 2006). I will observe students’ reaction
to the video and how well they paid attention to the learning content. After the video is
over, I will ask students a series of questions (verbally) about the information in the video
to see how well they understood the content. I will also ask students if they have any
questions, comments, or concerns.

Day 2 – Demonstrate Learning (Final Project: Group Website)

- Students will work in small groups to address a real-life problem. The driving question
for this project is: How does eating too much fast food and processed food cause chronic
illnesses and diseases? Students will be required to explain, defend, and support their
answers. Then, students will create an educational website using Weebly that shares
videos, articles, images, and student generated content to educate their teacher and peers
on the link between consuming high amounts of fast food or processed food and chronic
diseases. Each group will be required to create a blog on their website that explains the
importance of good nutrition and provide a guide for creating healthy meals on a budget.
All students are required to comment on two blog posts (i.e., for two of the groups they
did not participate in for the project) in Weebly and share what they learned from the
other groups’ educational website and any suggestions they have for improvement. Prior
to using Weebly, students will watch a tutorial on how to use Weebly and create
websites. I will continue to walk around the room to observe students’ progress, ask
questions, answer questions, provide feedback, and support students throughout the
learning process.

Day 2 – Wrap-up and Reflection

- Students will be required to write a journal entry in their Health binder to reflect on what
they learned, identify changes they plan to make in their eating habits to prevent chronic
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diseases and promote good health, and explain how they will continue exercising good
eating habits as a lifelong plan.

Student Assessment and Evaluation

Informal Formative Assessments

I will use a series of informal formative assessments to assess students’ learning and
understanding. The informal formative assessments will include the following:

Day 1

- Mind Warm-ups and Reflection: I will assess students’ understanding of previous

learning content by observing them, review their journal entries during the pre-lesson to
gauge their prior knowledge, review their Wrap-up reflection to look for complete and
accurate responses that demonstrate their knowledge, and ask questions that require them
to demonstrate their knowledge of nutritious foods and healthy meals. This will allow me
to make the necessary adjustments in the teaching processes to address any gaps in
student learning and understanding.
- I will review and assess students’ work in Wizer to ensure they are able to correctly
match food selections to the appropriate food groups, label food as healthy or unhealthy,
and they have the knowledge and skills needed to create a healthy meal for dinner using
healthy foods in each food group. Students must achieve a score of 75% or higher on the
Wizer activity to demonstrate competency in these areas.

Day 2

- Mind Warm-ups and Reflection: I will assess students’ understanding of previous

learning content by observing them, reviewing their journal entries during the pre-lesson
phase to look for complete responses, review their work during the Wrap-up phase to
look for accurate and complete responses that demonstrate their knowledge, and ask
questions that require them to demonstrate their knowledge and understanding of the link
between unhealthy food choices and chronic diseases. This will allow me to make the
necessary adjustments in my teaching process to address any gaps in student learning and
understanding.
- I will review and assess students’ work in Seesaw to ensure they are able to correctly
match the potential health benefits and risks that are associated with eating a list of
healthy and unhealthy foods. This will allow me to determine if students understand the
health risks and chronic diseases associated with eating unhealthy foods. Students must
achieve a score of 75% or higher on the Seesaw activity to demonstrate competency in
this area.
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Formal Formative Assessment

- I will assess students’ knowledge and skills on creating a healthy meal for one week on a
budget by using an individual project and Emaze presentation. Students will receive the
instructions for the project and presentation at the start of the lesson plan (i.e., first day of
the lesson). The rubric for the project and Emaze presentation will consist of:

Criteria Range Value 15 Range Value 10 Range Value 5 Range Value 0

(90-100) (80-89) (70-79) (Below 70)

Nutrition Value Accurately selects Partially selects Missing nutritious food No food selected with
nutritious food for nutritious food for for 1 or more meals (i.e., a nutritional value.
breakfast, lunch, and breakfast, lunch, and breakfast, lunch, or
dinner. dinner. dinner).

Food Groups Categorizes food in the Partially categorizes food Incorrect categorization of No categorization of
five food groups for all in the five food groups food or missing food in 3 food in the five food
meals (i.e., breakfast, for all meals (i.e., or more food groups for groups
lunch, and dinner). breakfast, lunch, and breakfast, lunch, or
dinner). dinner.

Budget Stays within the budget Went over budget by less Went over budget by more Failed to use a budget
and provides a list of than 20% and provides a than 40% and provides a and/or provide a list
groceries used for the list with most of the partial list of groceries of groceries with the
project with the quantity, groceries used for the used for the project with quantity, prices, .06%
prices, .06% sales tax for project with the quantity, some prices, .06% sales sales tax for
Maryland, and the grand prices, .06% sales tax for tax for Maryland, and the Maryland, and the
total. Maryland, and the grand grand total. grand total.
total.

Emaze The presentation clearly The presentation shows The presentation is The presentation fails
Presentation shows all nutritious food most of the nutritious missing nutritious food in to show nutritious
choices for each meal, food choices for each 1 or more meals, some food choices in all
includes prices and budget meal, includes most of price and budget meals, discuss price
information, includes the prices and budget information is missing, and budget
relevant images, and information, includes there are minimal relevant information, include
content is presented in a relevant images, and images, and content is not relevant images, and
creative way. content is presented in a presented in a creative present content in a
creative way. way. creative way.

Total /60 Points

Unit Assessment: Group Website

- The final project will allow students to engage in inquiry, discovery, and high levels of
collaboration to address a real-world problem. Students will be required to use the
internet to identify and analyze information and present their findings using Weebly. This
will allow students to demonstrate their knowledge by using emerging technology to
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create and generate content. The final project will be assessed using a rubric that is
similar to the one listed above. The rubric will be designed using key quality indicators to
include content validity, reliability, fairness, student engagement and motivation, and
relevance. These indicators will allow me to develop a sound assessment that accurately
assesses students’ learning and understanding. This can assist me with gaining the
knowledge that I need to adjust my teaching processes, bridge learning gaps, and help
students achieve academic success.

Differentiation Techniques

I will take a differentiated approach in the teaching and learning process to ensure the
lesson plan meets students’ diverse learning needs. For instance, the lesson integrates text, video,
an individual project to meet students’ individual needs, a group project that was formed based
on students’ skills and shared interests, discussions, lectures, and other forms of technology to
meet different learning needs and learning styles. In addition, the lesson also includes videos and
a step-by-step PowerPoint presentation to guide students through the process of using technology
effectively during the lesson. I will also provide one-on-one assistance to students who require
additional help during the lesson.  
Analysis

To ensure students are equipped with the knowledge and skills they need to understand
the critical importance of good nutrition, preparing healthy meals, and preventing chronic health
diseases by eating healthy, teachers must develop a well-designed lesson plan. More importantly,
the lesson plan must include activities that are relevant, timely, and meet the real-life challenges
students experience in today’s world. This can motivate students to learn and actively participate
in the learning process.

The activities in my lesson plan were selected because they empower students in the
learning process. For instance, the learning activities take a student-centered approach that
allows students to take the driver’s seat in the learning process. By using emerging technology,
students have the opportunity to create learning content that demonstrates their knowledge, share
and exchange ideas, and learn in a collaborative environment. For example, the Creating Healthy
Meals on a Budget activity provides real-world experience that allows students to identify
healthy foods based on the five food groups, use a real budget to purchase (i.e., select food items
using Google Search) nutritious food, create healthy meals, and use technology to demonstrate
and support learning. In addition, I also selected this activity because it allows students to take an
interdisciplinary approach to recognize, explore, and learn about the interconnected subjects (i.
e., math, writing, etc.) that are involved in solving authentic health challenges. Creating healthy
meals for one week on a budget requires students to incorporate math by selecting healthy foods
based on prices, quantity, calculating sales tax, and staying in the specified budget. This activity
allows students to expand their knowledge in other key subjects.
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Additionally, the activities also allow students to meet the learning objectives and
standards in the lesson plan. For instance, the Creating Health Meals on a Budget and Wrap-up
activity for Day 1 allow students to achieve the following standards and objectives:
- Standard 1: Mental and Emotional Health, Objectives: A and B (MSDE, 2009)
- Standard 6: Nutrition and Fitness, Objectives: A and C (MSDE, 2009)
- Learning Objective Day 1: Students will use the United States Department of
Agriculture’s Choose MyPlate to identify healthy food choices, plan healthy meals, and
explain how their meals promote good health.
Students were able to meet the standards and achieve the objectives because the learning
activities require students to demonstrate healthy decision-making skills, identify healthy foods
and create healthy meals that promote good health, use a budget to select healthy foods and
promote good physical and financial health, collaborate with their peers, create learning content
that demonstrates learning, and identify ways to improve their diets to promote nutrition and
good health over time.

In addition, the Final Project: Create an Educational Website and learning activities for
Day 2 allow students to achieve the following standards and objectives:
- Standard 6: Nutrition and Fitness, Objectives A and C (MSDE, 2009)
- Standard 1: Mental and Emotional Health, Objectives: A and B (MSDE, 2009)
- Learning Objective Day 2 - Students will be able to explain how eating nutritious foods
can promote good health and help to prevent chronic diseases.
Students are able to meet these standards and achieve the learning objectives by using activities
and a project that allow them to solve a real-world health challenge that is relevant and timely,
collaborate with their peers to develop viable solutions, create content that demonstrates their
knowledge, use emerging technology to educate their peers on the dangers of poor nutrition, and
share nutrition facts to promote good health.

It was critically important to allow each activity in the lesson plan to reinforce the
learning content and material. This will increase the opportunity for students to learn by using
relevant, timely, and fun projects to demonstrate learning. For instance, activities and projects
were strategically placed after videos, lectures, presentations, and other instructional methods to
reinforce learning and allow students to practice and demonstrate what they learned.

The activities are appropriate for 11th grade students because they allow them to address
the real-life challenges they face in today’s world. In addition, the projects would allow students
to develop the problem-solving, critical thinking, collaboration, and communication skills they
need in the 21st century workforce. Students used learning content, technology, and activities that
targeted their age group and grade level. In addition, there are 20 students in the class, and it is
comprised of students from different backgrounds. This is an important component in any class
or group because it promotes diversity in ideas, responses, approaches, work, etc. It allows
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students to bring their individual differences to the learning environment in hopes that other
students will learn something new or different. Meeting the diverse needs of students requires a
differentiated approach in instruction and technology. My lesson plan takes a differentiated
approach that is capable of meeting the diverse learning needs and styles of a range of students.

The key take-a-way for this lesson is allowing students to gain new knowledge and skills
that will set them on a path to achieve health and wellness through lifelong learning. The
activities in this lesson take a lifelong learning approach that requires students to continue to
learn and make positive decisions and changes that support good health. This will allow students
to take a long-range approach to personal health, and potentially use their knowledge to improve
community health.

Technology allows teachers to integrate tools in the learning process that brings students
together in a meaningful way and allow them to learn in a collaborative environment. This
highlights the important role that technology plays in my lesson. It is important to note that some
traditional teaching methods like direct instruction and other teacher created material fail
promote communication and collaboration because they take teacher-centered approach that
hampers collaborative learning in the classroom. Web 2.0 tools like Weebly, Seesaw, and Wizer
allow teachers and students to overcome this problem because they promote increased two-way
communication, collaboration, and social learning. Students’ ability to achieve the learning goals
outlined in this lesson requires high levels of communication, collaboration, and an environment
that fosters collaborative learning. The selected that I selected provides these key elements and
supports student learning.

I used the SAMR model to effectively infuse technology into the teaching and learning
process. By using the SAMR model, I was able to “design, develop, and infuse digital learning
experiences that utilize technology. The goal is to transform learning experiences so they result
in higher levels of achievement for students” (Schrock, 2019). In addition, the value of adding
and using technology in this lesson plan is its ability to allow students to take a more active role
in the learning process by becoming content creators. For instance, using Web 2.0 tools like
Weebly allow students to generate and share learning content that demonstrates their learning an
understanding of the learning content and material. This promotes knowledge sharing, reflection
in dialogue, and collaborative learning in the classroom. It also provides the critical skills and
core competencies students need to meet future workforce demands.

Developing effective lesson plans is a skill that requires continuous learning and growth
to ensure changes in education, technology, students’ needs, and other key elements are
accurately represented and used to promote student learning and understanding. I plan to
continue to improve my skills in this area and learn how to create lesson plans that ensure
students’ overall success.
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Reflection

As a new student in the Education: Instructional Technology program with no experience

in the education field, developing lesson plans and using technology in a formal learning process
is a new skill. This skill will be helpful in my future career as a Business Management teacher in
a high school because it provides the framework for planning and creating a lesson plan that is
tailored to students’ diverse needs. This skill will also be helpful because it provides a guide for
implementing technology in the teaching and learning process in a meaningful way. The
overarching goal is for me to create lesson plans that allow my students to learn, increase their
understanding, and transfer their knowledge to other areas. Developing a sound lesson plan is a
lifelong skill, and I believe there is always room to learn new things and implement
improvements to help students achieve academic success.

This project allowed me to gain a better understanding of the important role technology
plays in the teaching and learning process. Teachers must select technology that enhances and
supports teaching and learning, and it allows students to demonstrate their knowledge. I also
learned that teachers must select appropriate technology based on students’ age, grade level,
subject area, activity or task, and skill level. I do not have any experience with the technology
that I selected; however, the weekly activities in this course and use of technology allowed me to
identify and select appropriate technology base on my subject area and students’ grade level. It is
important to note that integrating technology requires careful planning and activities that
promotes student learning and understanding. Since all of the technology in the lesson plan was
new to me, it was critically important to use the TPACK model. The TPACK model provides the
knowledge that I need to “understand how to use technology to teach concepts in a way that
enhances student learning experiences” (Rodgers, 2018, para. 1). The TPACK model includes
Pedagogical Content Knowledge, Technological Content Knowledge, and Technological
Pedagogical Knowledge. All of these components were important in my lesson plan because they
allowed me to draw a relationship between technology, content, and pedagogy to enhance
student learning and success.

The activities in EDTC 600 played an integral role in assisting me with understanding
how technology is used in the teaching and learning process. They also allowed me to confident
and comfortable using and selecting technology based on students’ grade level and the subject
area. In addition, the reading material played an integral role in providing the models and
framework for integrating technology in the teaching and learning process. Ultimately, I believe
technology will continue to play an integral role in education; however, it is critically important
to teachers to continue to integrate technology that enhances and supports teaching and learning
over time. As education and technological demands change, the processes, strategies, and
decisions that are used to integrate technology in education must change as well.

Future Explorations
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As a new teacher, I would be interested to learn about the training and development that
is available to new and existing teachers to ensure they use technology effectively in the teaching
and learning process. Teachers can experience various challenges when integrating and using
technology in the classroom. Teachers can benefit from ongoing training, support, best practices,
and other helpful resources. I would like to explore other options and uses of technology to
continue to improve my lesson plan. There is always room to improve lesson plans. Taking a
lesson learned approach after implementing a lesson plan provides an opportunity to make the
necessary adjustments and improvements to future lesson plans. This provides an opportunity to
improve teaching and enhance student learning and understanding.

Learning from Peer Review

Reviewing my peers’ lesson plans served as a reminder that there is a wide range of
technologies that can be integrated in the teaching and learning process. The process also
allowed me to gain a better understanding that technology must be aligned with the subject,
students’ grade level, knowledge and skill level, activities, and the desired learning outcomes.

The peer review process is a great addition to the learning process. Since I did not have a
peer review of my work, I missed out on the opportunity to learn from my peers and make
changes that would improve my work. I recommend using “partners” for the peer review process
in the future. This is a viable option to ensure all students receive a peer review.

References and Annotated References

Ajmera, R. (2019). The effects of poor nutrition on your health. Retrieved from

https://www.livestrong.com/article/31172-effects-poor-nutrition-health/

International Society for Technology in Education. (2007). ISTE standards for students.

Retrieved from https://id.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf

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Kaiser Permanente. (2017, June 2). How to create a healthy plate [Video File]. Retrieved from

https://www.youtube.com/watch?v=Gmh_xMMJ2Pw

Maryland State Department of Education. (2009, January 27). Using the state curriculum:

Health education, high school. Retrieved from

http://mdk12.msde.maryland.gov/instruction/hsvsc/health/standard6.html

OpenLearn. (2015, April 9). What is interdisciplinary study?. Retrieved from

https://www.open.edu/openlearn/education/what-are-the-benefits-

Interdisciplinary-study

Ornish, D. (2006, February). The killer American diet that’s sweeping the planet [Video File].

Retrieved from https://www.ted.com/talks/dean_ornish_on_the_world_s_killer_diet

Rodgers, D. (2019, January 19). TPACK framework explained. Retrieved from

https://www.schoology.com/blog/tpack-framework-explained

Schrock, K. (2019, March 14). Resources to support the SAMR model. Retrieved from

http://www.schrockguide.net/samr.html

The Health Teacher. (2017, September 13). 4 ways to implement cross curricular

Learning in health. Retrieved from

http://thehealthteacher.com/2017/09/13/4-ways-to-implement-cross-curricular-

learning-in-health/
The Health Teacher provides a list of suggestions teachers can use for project-based learning
assignments. The website listed a project-based learning activity that required students to
combine Health and Math by creating healthy meals for one week using a budget. The website
provides a baseline recommendation that I tailored to meet the needs of my lesson plan. For
instance, I added the amount of the budget, the need to select food choices in each food group for
Running head: HEALTH EDUCATION LESSON PLAN 17

three meals (breakfast, lunch, and dinner) for the week, listed the online sources students should
use to find food selections and process, and most importantly, I added the requirement for
students to defend their selections and discuss how their selections will promote good health.

USDA. (n.d.). ChooseMyPlate. Retrieved from https://www.choosemyplate.gov/#slideshow-4

Preview of Lesson Plan Implementation

I am not a teacher; therefore, I am unable to implement this lesson plan.