lesson I chose was for first grade on Bagged Lungs from page 458 in Meeks’ Health
Education textbook. I chose this lesson
because I think it is very important for students to know just how bad tobacco
is. My father had lung cancer from smoking
every day for about 50 years and fortunately beat it. Many people pass away from lung cancer every
single day and majority of their causes are from smoking. According to Meeks, “smoking causes lung
cancer and increases the risk of many other types of cancer” (Meeks, Heit,
& Page, 2013, p. 270). “The American
Cancer Society reports that one-third of all cancer deaths are due to tobacco
use and that nine out of every ten cases of lung cancer area caused by smoking
cigarettes” (Meeks, Heit, & Page, 2013, p. 270). This lesson will demonstrate behaviors to
avoid or reduce health risks and identify situations when a health-related
decision is needed. Students will be
able to demonstrate the ability to practice health-enhancing behaviors and
avoid or reduce health risks, and to demonstrate the ability to use
decision-making skills to enhance health.
I found in this lesson would be that students will learn how to say no when
offered a cigarette or any other type of tobacco. Saying no to a cigarette means that the
student wants to better their life and live a healthier lifestyle. This lesson can teach each student four easy
steps to say “no.” These four easy steps
include: 1. Look at the person. Say “no.”
2. Tell why you are saying “no.”
3. Do not change your mind. 4.
Ask for help from an adult if you need it (Meeks, 2013, p. A-14). Another strength would be that students would
be able to see exactly what happens to your lungs if tobacco is inhaled into
the body. During this lesson, students
will be shown two plastic bags with cotton in them. One bag will have fresh cotton to show a
“lung” and the other bag will be cotton with smoke in it. The students will then notice that the bag
with smoke in it is brown. We would then
proceed to tell the students that cigarette smoke contains tar, which is a dark
and sticky substance and when a person smokes, the tar from the cigarette smoke
begins to cover the lungs. The last
strength I would mention would be that students would then be able to learn
about lung cancer caused by smoking. As
previously mentioned, smoking causes lung cancer along with other types of
cancer. These other cancers can include
throat, mouth, and other types.
of this lesson would include that there was a lack of building vocabulary prior
to the lesson, no interaction with the students, and it is too advanced for
first graders. In the beginning of the
lesson it mentions that they will be observing lungs and the cotton balls
represent the air sacs, but do not explain what this vocabulary means. First graders need to understand each new
word in order to have a better understanding of the lesson. As I kept reading along with the lesson, I
realized that there is not really any interaction with the children. Children that young need to stay interested
and one way of doing so would be to involve them more in the lesson instead of
just having them look at a “lung” and just pass it along. It mentions that the instructor shows the
students how breathing expands and deflates with every breath. I think that having the students stand up and
try it themselves could be a good way to keep them involved and
interested. Lastly, I believe that this
lesson is a bit too advanced for first graders.
This lesson is not broken down into sections to be able to include
informal assessments to check for students’ understanding. Without informal assessments, the instructor is
not able to make sure each student is understanding the lesson thoroughly. Also, if a child needs to learn a specific
way, whether it be digitally or with audio, I would make sure that every students’
need is met in the learning process.
this lesson was well thought out, but I might change the lesson a little bit in
order to make it easier for first graders to comprehend. I would start by giving the students a
vocabulary lesson on each part of the lung, then showing the “lung” and
pointing out of all the parts. I might
even give a little assessment quiz and have them label each part of the lung
after our vocabulary lesson. Along with
the vocabulary lesson, I would inform students just how important not smoking
is for their bodies and their health. After
this, I would proceed with the lesson and stop once in a while to assess them
on how well they are comprehending the lesson.
After, I would have all the students stand up and begin breathing to see
how the lungs expand and deflate with each breath. Proceeding, I would have each student pair up
and have one student be the “bad” student and the other student the “good” one
that says no. I would then have each
pair go through a scenario of getting peer pressured, and have the other
student try their best to say no and not give in. This way, each student is involved and more
conclusion, I learned that lesson planning takes more thought than I
expected. Anyone can make a lesson plan,
but it’s not until you actually read over it or play it out in your head to see
what needs to be changed or altered.
After reading the lesson plan the first time, I thought it was well
thought out, until I went through it step by step thinking of first graders
being right in front of me. Improving
this lesson plan would not be difficult in the sense that this lesson plan only
had a few weaknesses that could be worked on.
I would like to see some informal assessments that breaks up the lesson
bit, and a vocabulary lesson beforehand so the students have a better
understanding of what is happening. I
believe that improving on these few details would really make a difference for
these students. Also, I would have the
students create their own scenario with their partner and see what it is like
to get peer pressured and to proudly say no.
Meeks, L.B., Heit, P., & Page, R.M.
(2013). Comprehensive School Health
Education. New York, NY: McGraw-Hill.