Unit Lesson Plan: One - WordPress.com€¦ · Web viewUnit Lesson Plan: One. Wellness Unit Rationale/Purpose. When I was a sixth grade teacher for one of the most successful school

Classroom Guidance Wellness Unit: Four Complete Lessons for Sixth Graders

Amber Spicer Elementary and Middle School Counseling

November 8, 20Unit Lesson Plan: One

Wellness Unit Rationale/Purpose

When I was a sixth grade teacher for one of the most successful school districts in

the state of Virginia, I asked one of my classes if they could tell me about the five food

groups. I was astonished and highly concerned when the majority of the class had no

idea what I was talking about. Perhaps within this particular school district, the food

groups and the food pyramid are not taught until the sixth grade or even later in health or

physical education classes. Or, maybe this specific class is full of slower, “not very

good” students. Either way, when considering the more recent epidemic of childhood

obesity in America and its effects on student wellness, students, like these sixth graders,

must be more aware of what “wellness” is and how to achieve it.

According to a recent study, “the incidence of overweight children aged between

six to eleven years has more than doubled while the incidence for adolescents from age

twelve to nineteen has tripled between 1980 and 2000 (Harper, 2006).” Although this

may seem to be more of a health field issue, because ninety-five percent of all children

and adolescents attend school, taking up most of their time, school systems are being held

partially responsible for causing and solving/preventing this problem.

Within a school system, there are many resources that may be utilized to help

diagnose, cure, and prevent childhood obesity. It is more obvious that physical education

teachers and cafeteria managers can play a vital role in changing the attitudes and

physical aspects of a particular student population. However, school counselors can and

should play a significant role in addressing childhood obesity. “Obesity places children

at risk of, not only physical, but also mental and social health disorders (Harper, 2006).”

For this very reason, students need school counselors to help them, support them, and

prevent them from the many various possible issues related to childhood obesity.

Reference:Harper, Mary (2006). Childhood obesity: strategies for prevention. Family and

Community Health. 29. 4, 288.

October 31, 2006

Dear Parent(s)/Guardian(s),

I am a graduate student at Virginia Commonwealth University in the Counselor Education Program. A requirement at VCU entails developing and presenting a 30 minute classroom guidance lesson to Ms. Krug’s 6th grade class during the week of ________________. Mrs. Mewborn, one of the school counselors, will be supervising me during my classroom guidance lesson. My less will be about student wellness.

The goals of the classroom guidance lesson include: Students will define adolescent wellness and understand its effects on student

academic performance, social, emotional, and physical well-being. Students will know the proper diet that promotes wellness. Student will learn about the appropriate amount of exercise that promotes

wellness. Students will understand the concept of body image and how it relates to them

and their peers.

If you have any questions or concerns regarding my guidance less, please contact Mrs. Mewborn or me at (804) 226-8730.

I am looking forward to working with your children.

Sincerely,

Amber Spicer, Graduate Student

Virginia Commonwealth University

School of Education

Counselor Education Department

Teacher Evaluation of the Counselor/Classroom Guidance Lesson

Teacher’s Name: _______________________________Counselor Being Evaluated: _______________________Date:_____________________Lesson Topic:_______________________

Please circle the number that best describes the counselor’s performance during the classroom guidance lesson:

Rarely Occasionally Most of the time

Always

1. The counselor was prompt and prepared.

1 2 3 4

2. The counselor utilized effective classroom management skills to ensure learning.

1 2 3 4

3. The counselor was knowledgeable about the topic.

1 2 3 4

4. The counselor engaged all students.

1 2 3 4

5. The counselor had activities that were age level appropriate.

1 2 3 4

Please feel free to share any additional comments or suggestions:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name: _________________________ Date:_____________________

Wellness Unit: Pre/Post-test1. Balancing Energy in, or __________, and energy out is important to maintain a healthy body weight.a. exercise b. calories c. nutrients d. water2. ______________ list the serving size and other nutritional information for food, including measurements of fat, sodium, protein, vitamins, and minerals.a. percent daily valueb. menusc. food labelsd. my pyramid3.The number of times you should be physically active every week is called . .a. oneb. frequencyc.intensityd. duration4. A guide that helps us to balance what we eat with regular physical activity is called a . . . a. my Pyrmaidb. food labelc. dietd. Menu5. How a person feels about his/her own physical appearance.a. fitnessb. peer pressurec. personalityd. body image6. The ability of the whole body, including the heart, muscles, and lungs to perform physical activity is called . . . a. exerciseb. body imagec. physical fitnessd. self-esteem7. A measure of the amount of food listed on a nutrition food label to help understand how much one is eating is called . . .a. serving sizeb. gramsc. percent daily valued. calories

8. Heart rate is the number of times the heart beats per ______________.

a. secondb. minutec. hourd. exercise9. The unit of energy that comes from the food we eat and what we drink is called . .a. nutrientsb. vitaminsc. serving sized. calorie10. Poor nutrition, inactivity, and ____________ decrease a student’s ability to learn and interact positively with others.a. frequencyb. intensityc. obesityd. exercise11. The number of overweight children in the United States has ___________ over the last 20 years.a. increased a lotb. increased a littlec. Decreased a lotd. stayed the same12. Which one of the following does is not a potential effect for overweight children?a. social isolation/low gradesb. a decrease in the quality of lifec. depression and anxietyd. positive body-image13.Obesity can be prevented through. . .a.eating chips and cookiesb.increased physical activity and good nutritionc. playing soccer all day every dayd. organization and punctuation14. Good diet to physical activity activities that can improve all of the following except... a. attention and behaviorb. school attendancec. test scoresd. the amount of student referrals15. Obesity and a lack of wellness are a national epidemic that can lead to further illnesses, difficulties in school, and even __________.a. death b. referrals c. all Fs on English tests d. trouble with playing an instrument

Reference:(2006). Food and Fitness Field Day e-Learning Kit. Retrieved October 29, 2006, from

LearntobeHealthy.org. Web site: http://www.learntobehealthy.orgTitle of Lesson: Getting to Know Wellness

http://www.learntobehealthy.org/

Grade Level: 6Lesson Duration: 30 minutesMaterials:

1. Computer(s) with internet access2. Digital projector or Pigtail to a TV3. Pencils4. Loose-leaf paper5. Copies of all related handouts

Lesson Objectives: The student will . . . . . Assess prior knowledge about wellness and healthy living Define wellness and other healthy living terms Identify three characteristics of his/her daily life that reflect wellness Identify three characteristics of his/her daily life that does not reflect wellness Analyze and rate his/her current level of personal wellness

Lesson Description:1. The counselor will reintroduce him/herself to the class and greet any new

students.(1-2 minutes)2. The counselor will review classroom guidance rules and procedures(see attached).3. The counselor will introduce the topic: Wellness and the Social, Emotional, and

Mental Effects of Being Unhealthy. (1-2 minutes)-Wellness is the overall well being of a person-includes physical, emotional, social, and mental aspects of life and sometimes spiritual-When students are not well they may suffer in their grades, physical education classes, health(diabetes, absences), socially due to peer bullying, and more

4. The counselor will stress that even though this topic is very much related to something that you may learn in science or health class, it is important to remember that a person’s lack of good health or wellness can have a number of negative effects in school and out from now until the rest of a person’s life.(1-2 minutes)

5. The counselor will administer the pre-test to assess what the students already know. This test can be done individually or as a whole class. The first 10 Questions can be completed on line and the referenced website. (7 minutes)

6. The counselor will review the “Introduction to Wellness” power point presentation(information below), and students will follow along completing the Worksheet on Wellness and health terms. (7-10 minutes)

7. Throughout the power point the counselor will make sure to relate each term to how it can affect a student emotionally, mentally, and physically.

**Power Point Slide Information:Introduction to WellnessWellness Unit: Lesson 1 of 4JRMS Counseling DepartmentWhat is wellness?

What do you all think it is?» Adolescent Wellness is a state of well- being, which is characterized by:

- high self-esteem and positive self-conceptWhat is wellness?

*Adolescent Wellness is a state of well-being, which is characterized by:-responsible decision-making including a sense of personal responsibility and social conscience

*Adolescent Wellness is a state of well-being, which is characterized by:-establishing healthy relationships with peers, family members, or other adults within the community

» Adolescent Wellness is a state of well-being, which is characterized by:- developing and sustaining strengths and assets related to physical, intellectual, social, emotional, and spiritual well-being

» Adolescent Wellness is a state of well-being, which is characterized by:- a sense of hopefulness for the futureOur Focus

» Adolescent Lack of Wellness and it’s negative effect on studentsThe Statistics

» 64% of the US population is overweight» Obesity is soon to be the #1 preventable cause of death(300,000 annually)» 9 million children(ages 6-19) are overweight» Obesity is a term that comes from a Body Mass Index that is higher than normal, not body sizeWhy should counselors be talking about wellness and obesity?

» Reduces a student’s quality-of-life» It begins in childhood and is preventable» Obesity children suffer from:

-depression, anxiety, social isolation, other medical complications(absence from school), and can lead to academic difficultiesTopics that We will Discuss in this Unit

*Positive Body Image:-understanding your body and others’ as well

*Physical Activity:-what we are supposed to be doing and how often

*Good Diet:-what it is and how to follow itOur Goals

» To understand better how to be well individuals» To learn new ways to improve our wellness level so that, as students, we may be able to:

-improve attention and creativity in school-improve school attendance-improve school behavior-decrease visits to the school nurse-improve personal and school-wide test scores

References» Hawaii’s Adolescent Wellness Plan: Laulima in Action, 1997.» Action for Healthy Kids. The Learning Connection: The Value of Improving Physical Activity and nutrition in Our Schools. 2004.

8. The students will complete the “My Personal Wellness Evaluation” worksheet-blank and key included. (5 minutes)

9. If the worksheet is not complete, the students may complete this worksheet for homework.

10. The counselor will close the lesson with a very informal evaluation asking a few students to share something new that they learned that day.(2-3 minutes)


LearntobeHealthy.org. Web site: http://www.learntobehealthy.org


Classroom Guidance Rules and Procedures

1. Students will raise their hand.

2. Students will not talk when the counselor or another student is

talking.

3. Students should stay in their seats unless otherwise directed.

4. All students will treat others with dignity and respect.

5. All students will try their best.

Name: ____________________________ Date:______________________

My Personal Wellness Evaluation

**Complete the below items by listing your responses.**Three things that I am frequently doing right now to promote my personal wellness and physical/ mental/ emotional health are:1. ___________________________________________________________2. ___________________________________________________________3. ___________________________________________________________

Three things that I am not frequently doing right now to promote my personal wellness and physical/ mental/ emotional health are:1. ___________________________________________________________2. ___________________________________________________________3. ___________________________________________________________

On a scale of 1-10, I being the lowest and 10 being the highest, how would you rate your own level of personal wellness. Circle your personal rating.1 2 3 4 5 6 7 8 9 10

Explain your Rating: __________________________________________________________________________________________________________________________________________________________________________________________

Please share one new thing that you learned during today’s guidance lesson. ____________________________________________________________________________________________________________________________

Name: _____________________ Date:_________________________

Power Point Follow Along Activity

1. Define Adolescent Wellness in your own words.

2. List three statistical facts about obesity in America.-

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3. Name three reasons why counselors care about adolescent obesity and wellness.

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4. List the three other topics that we will be discussing in this Unit---

5. Provide examples of changes that may occur at school if our personal wellness level increases.

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Unit Lesson Plan: TwoTitle of the Lesson: Start Improving Your Wellness by Eating RightGrade Level: 6Lesson Duration: 30 minutes

Materials: 1. Counselor computer2. Pigtail or LCD projector with screen3. Student iBooks if available4. Copies of all related handouts5. Pencils6. *optional*-actual food items with food labels on them

Lesson Objectives:The student will be able to . . . .

Identify the food groups Select foods that belong to each food group Recall how many servings of each food group should be eaten daily Define new diet related terms

Lesson Description:1. The counselor will reintroduce her/himself and the classroom guidance rules to

the class. Also make sure to introduce her/himself to any new students in the class. (1-2 minutes)

2. The counselor will(TCW) review some of what was discussed during the prior classroom guidance lesson and make sure that there are no questions about the unit so far. TCW collect any homework if necessary at this time. (1-2 minutes)-definition of wellness-physical. Emotional, mental, social, and spiritual well-being-importance of discussing wellness is high-effects overall quality of life-counselors care because it effects student performance

3. TCW explain the objectives for the lesson as listed above.(2-3 minutes)4. TCW will go over the “Eating Right” power point presentation, as the student’s

follow along while completing their “Fabulous Food Terms” worksheet.(10 minutes)

**Power Slide Information:

Start Improving Wellness By Eating Rightwhat makes up a good diet and how to control itWhat did you eat yesterday?

-Breakfast?-Lunch?-Dinner?-Snacks?-Desserts?

How many of each food did you eat?-Breakfast?-Lunch?-Dinner?-Snacks?-Desserts?

The Fabulous Five Food Groups -Fruits-Vegetables-Grains-Dairy/milk-Protein/meats and beans

AND oilsHow many of each per day?

-Fruits-3-Vegetables-5-Grains-6-Dairy/milk-6-Proteins/meat and beans-5

AND oils are obtained naturally from the other foods we eatDiet Terms to Know:

-CALORIE- a unit of energy that comes from the food you eat-DIETARY FIBER- a substance that aids digestion and helps keep the digestive system healthy-FATS- nutrients that provide a source of energy, carry vitamins throughout the body and provide protection and warmth

Diet Terms to Know:-FOOD LABELS- found one packaged food indicating serving size and other nutritional information, including measurements of fats, cholesterol, sodium, carbohydrates, proteins, vitamins, and minerals-NUTRIENTS- a basic component of food that nourishes the body

Diet Terms to Know:-SERVING SIZE- an amount of food listed on a nutrition food label to help people understand what they are eating-VITAMINS- substances found in the foods we eat that the body needs to grow and develop

Now lets play “Simon’s Pyramid Pursuit”

Place each card in the correct category until the daily amount is filled.http://www.learntobehealthy.org/samples/nutrition.aspx

Reference-Food and Fitness Field Day e-Learning Kit. LearntobeHealthy.org. 2006. http://www.learntobehealthy.org

5. After the presentation is discussed completely TCW play one round of “Simon’s Pyramid Pursuit” (www.LearntobeHealthy.org -for “students” ) with the students. (5 minutes)

6. TCW then allow the students to break into partners and play on their individual iBooks the same game. (5-8 minutes)

7. TCW regain the students attention and share will them the “My Pyramid Worksheet” that helps them document their food intake. TCW also ask the students to share this sheet with their parents as well and try to use it when possible.(3 minutes)

8. TCW check for student understanding by asking the class to share one new thing they had learned that day with their partner or a friend next to them and then share some aloud. (2 minutes)

9. TCW gather all materials.

http://www.LearntobeHealthy.org/

http://www.learntobehealthy.org/samples/nutrition.aspx



Name: __________________________Date:____________________________

Fabulous Food FactsMatch the term with the correct letter of the definition below.

1. ______ calorie2. ______ dietary fiber3. ______ fats4. ______ food labels5. ______ nutrients6. ______ serving size7. ______ vitamins

A. substance found in foods that aids digestion and helps keep the digestive system healthy

B. a unit of energy that comes form the food you eat and what you drink

C. found on packaged food indicating serving size and other nutritional information

D. amount of food listed on a nutrition food label to help people understand how much they’re eating

E. nutrients that provide a source of energy, carry vitamins throughout the body, and provide protection and warmth

F. substances found in foods we eat that the body needs to grow and develop

G. a basic component of food that nourishes the body

Unit Lesson Plan: ThreeTitle of the Lesson: Start Improving Your Wellness by Exercising RightGrade Level: 6Lesson Duration: 30 minutesMaterials:

1. Counselor computer2. Pigtail or LCD projector with screen3. Student iBooks if available4. Copies of all related handouts/pencils


Define physical and mental fitness Identify the ways in which the body and its systems benefit from physical

activity Identify different types of physical activity Create a personal physical activity pyramid

Lesson Description:1. The counselor will reintroduce her/himself and the classroom guidance rules

to the class and make sure to introduce herself to any new students in the class. (1-2 minutes)

2. The counselor will (TCW) review some of what was discussed during the prior classroom guidance lesson and make sure that there are no questions about the unit so far. TCW collect any homework if necessary at this time. (1-2 minutes)-5 food groups-importance of serving size-balance diet is key

3. TCW explain the objectives for the lesson as listed above.(2-3 minutes)4. TCW have students complete the “What’s Your Activity-Physical Webquest”

located in the counselors drop box with partners on their individual iBooks. (15 minutes)-If no students iBooks complete as a class using LCD Projector and printed handouts for students

5. TCW review terms discovered on the Webquest, such as physical fitness-overall body health inside and out, energy balance-balancing food intake with exercise, frequency-how often you exercise, heart rate-the amount of times

your heart beats per minute/the less the better, intensity-how difficult your exercise level is, muscular endurance-how long your body can do a certain task, and aerobic-exercise that gets your blood flowing and your oxygen levels up. TCW do this in a classroom discussion reviewing the information the students recorded on their Webquest worksheets-see attached completed WebQuest for answers and discussion information (7 minutes)

6. TCW remind the students that the entire unit is about wellness, and express to them that the next lesson will the final lesson. TCW will also share that the final lesson is a culmination of all that we have learned so far, and how we can improve our wellness level to be a better student and a happier person.(3 minutes)-what is wellness? Physical, emotional, spiritual, social, and mental well-being-What are the effects of a lack of personal wellness? Low grades, low engery levels, may struggle with relationships, school absences, struggle with self-esteem-Wellness requires a healthy diet, a balance of exercise, and a strong mind and self-esteem

7. TCW make an informal assessment of the lesson by asking a few students to share one new thing that they had learned during this guidance lesson.(1 minute)

8. TCW gather all materials.


LearntobeHealthy.org. Web site: http://www.learntobehealthy.orgUnit Lesson Plan: FourTitle of the Lesson: Why Counselors Care: Focus on Adolescent Body ImageGrade Level: 6Lesson Duration: 30 minutesMaterials:

1. Counselor computer2. Pigtail or LCD projector with screen3. Student iBooks if available4. Copies of all related handouts5. Pencils/loose-leaf paper6. Counselor Model of Personal Wellness Journal


Understand body types and list all three types Define body image and self-esteem Identify three factors that influence message about body image and self-esteem Create a list of three positive self-image messages Complete a post-test assessing knowledge they acquired from the unit

Lesson Description:1. The counselor will reintroduce herself to the class and make sure to

introduce herself to any new students in the class. (1-2 minutes)2. The counselor will(TCW) review some of what was discussed during the

prior classroom guidance lesson and make sure that there are no questions about the unit so far. TCW collect any homework if necessary at this time. (1-2 minutes)

-what is wellness? Physical, emotional, spiritual, social, and mental well-being-What are the effects of a lack of personal wellness? Low grades, low engery levels, may struggle with relationships, school absences, struggle with self-esteem-Wellness requires a healthy diet, a balance of exercise, and a strong mind and self-esteem

3. TCW explain the objectives for the lesson as listed above.(2-3 minutes)4. TCW ask the students to define body image in their own words/


-how oneself views the way his/her body looks like on the outside5. TCW have students complete begin the “All About Me worksheet to get

the students to think seriously about their own body image.6. TCW present the “Why Counselors Care” power point presentation while

students follow along and perhaps complete the “All About Me” worksheet. (10 minutes)

Why Counselors CareUnderstanding Wellness and Body ImageComplete Pre-Thinking Activity What do you think you look like? What do you want to look like? What do you actually look like? Do you have a lot of confidence in yourself? Think of a time when you did not feel very confident? What gives you a lot of self-esteem? When is your self-esteem lower that normal? How can we increase your self-esteem or help others to do the same?

Terms to Consider: Body Composition - relative amount of muscle, fat, and bone in the body Body Image- how a person feels about their own physical appearance based on self observation and reactions of othersNatural Body Types: Ectomorph- body type characterized by a thin-framed structure Endomorph - body type characterized by a large-framed structure Mesomorph- body type characterized by an average framed structure WHAT DO YOU THINK YOU ARE?

WHY DO COUNSELORS CARE? Exercise/Diet directly affects Wellness Wellness directly affects School Performance

ALSO Wellness directly affects Body Image Body Image directly affects Self-Esteem Self-esteem directly affects Quality of Life and Personal Relationships

Personal Wellness Journal Reflections of wellness as a whole Record exercise Record diet Record changes Think about strengths and weaknesses Remember facts and statistics Personal reflections about feelings related to your personal wellness level

What did you like about the Unit?*Lessons? *Activities? *Content?

What do you think should have been differently?*Lessons? *Activities? *Content?Reference:

Food and Fitness Field Day e-Learning Kit LearntobeHealthy.org. 2006. http://www.learntobehealthy.org

7. TCW demonstrate that the “All About me worksheet” can be the first page in a Personal Wellness Journal. TCW show her own example and discuss its purpose.(2 minutes)

8. TCW project the post-test and have students complete the test on their own loose-leaf paper. (4 minutes)

9. TCW collect the papers and ask processing questions about the unit, such as(5 minutes):

10. -Did you enjoy the unit?11. -Do you think we accomplished our goals?12. -What did you like about the unit?13. -What did you dislike?


LearntobeHealthy.org. Web site: http://www.learntobehealthy.orName:_____________________________Date:______________________________

“All About Me”

1. What do you think you look like?

2. What do you want to look like?

3. What do you actually look like?

4. Do you think you have a lot of confidence in yourself? Why or why not?

5. Think of a time when you did not feel very confident?

6. What gives you a lot of self-esteem?

5. When is your self-esteem lower that normal?

http://www.learntobehealthy.or/

8. What can we do to increase our self-esteem or help others to do the same?

**Use this page to start your own wellness journal. It can also include materials we have worked on in this unit and other materials that you may want to include of your own that help you increase your wellness level*

Teacher Follow-Up Activities for Each Lesson

Lesson One: Introduction and Pre-Test Teachers can generate their own discussion questions that relate to the new

statistics that have been shared with the students about wellness and obesity Teachers can review their worksheets together and/or assign the “My Personal

Wellness Worksheet” for homework if the counselor does not have a chance to review everything completed in class thoroughly

Lesson Two: Start By Eating Right Teachers can complete a fill in the blanks food labels worksheet with their own

packaged food materials Teacher can complete with their class the “Food Label Frenzy” worksheet

Lesson Three: Start by Exercising Right Teachers can use the “Focus on Fitness: ‘Let’s Talk’ Discussion Questions to

generate a classroom discussion about fitness Teachers can allow students to finish or complete another “My Activity Pyramid”

using a family member perhapsLesson Four: Why Counselors Care?

Teachers can generate writing prompts to include in the personal wellness journal Teachers can incorporate other activities into the personal wellness journal-any

subject from Math to Art



Description of Data Reporting Methods

Teacher, Administration, School Related PersonnelThe audience will include the staff of the school, as well as, the head of the school districts school counseling departments. Anyone who is part of the school system and is looking for results that the classroom guidance unit effective will benefit from the GRIP from reviewing the succinct GRIP model. I will use the GRIP model to display the effectiveness and results of the wellness unit utilize and taught at my school through classroom guidance. The GRIP explains the goals of the classroom guidance unit and the results and implications for the program. Attached is a copy of the GRIP model for the adolescent wellness unit.

Student and Parent/GuardianIn order for students and parents to see the effectiveness of the wellness classroom guidance unit, I will distribute a counselor newsletter. In the monthly newsletter there will be an update of what is going on in the counseling department that month, as well as, the results form the classroom guidance unit gathered from student pre/post tests. The GRIP graph could be inserted in the newsletter to visually represent the changes in students’ knowledge concerning wellness.

GOALThe of the wellness classroom guidance unit was for students to be able to understand, recognize, and promote personal wellness in their daily livesObjectives;

1. Students will define adolescent wellness and understand its effects on student academic performance, social, emotional, and physical well-being.

2. Students will know the proper diet that promotes wellness.

3. Student will learn about the appropriate amount of exercise that promotes wellness.

4. Students will understand the concept of body image and how it relates to them and their peers.

Activities: The school counselor conducted 4 lessons in each 6th grade classroom throughout the entire month of November. The 6th graders were given a variety of lessons utilizing current classroom technology and several opportunities to develop and participate in promoting student wellness. Students participating in independent, whole-class, and small group work throughout the guidance unit.

RESULTSA total of 347 students completed both the pre-test and the post-test on adolescent wellness. Students had a very limited amount of knowledge on wellness before the classroom guidance unit, and the pre/post-test results indicated that the students’ knowledge about wellness increased a considerable amount due to the implementation of the wellness classroom guidance unit.

IMPACT STATEMENTResults of the pre-test demonstrated an 6th grade average of 37% correct, while the post-test indicated a average of 86% correct on question related to the wellness unit. This is a 49% increase in wellness knowledge of 6th graders.

37

86

0102030405060708090

Avergage Percentage Correct

Pre-test Post-Test

Wellness Unit

PROGRAM IMPLICATIONS:1. We will continue to implement the Wellness classroom Guidance Unit to 6th graders.2. Students found the information helpful for their future personal wellness.3. We will provide follow-up activities and wellness promotion activities for all students, especially those that feel

they may need the extra support in school.

Prepared by Amber SpicerNovember 30, 2006

Documents

Unit Lesson Plan: One - WordPress.com€¦ · Web viewUnit Lesson Plan: One. Wellness Unit Rationale/Purpose. When I was a sixth grade teacher for one of the most successful school