Download Skill Development Experience Student Sample _1

Skill Development Experience Plan (Student Sample): Grades 2-3
NHES: Standard 2: Analyze Influences
NHES Performance Indicator(s): 2.12.1 Analyze how the family influences the health of
individuals.
Task #1: Introduction
Objectives: Upon completion of task 1, the student will be able to list one external way
families influence the health of individuals and one internal personal influence of the student.
Upon completion of task 1, the student will be able to identify one reason why understanding
external and internal influences are critical to the health of individuals.
Procedures:
o The teacher will begin the lesson by eating an apple and talking about all of the
influences his family had on him to lead a healthy lifestyle.
o Students will then be asked to brainstorm a list of how internal personal influences and
external family influences affect the health of individuals.


Question: From where or from whom do you get influences that can affect your
life?
Expected Student Response: family, friends, teachers, doctors, or athletes.
o A list of external sources of influences will be generated and recorded onto the
whiteboard/chalkboard/or overhead.
o The teacher will ask if there are any possible influences inside us that could affect
one’s life.
o Expected Student Response: Want to try something, think it will be good, tried
something before
o A list of internal sources of influences will be generated and recorded as well.
o The teacher will make a handout with all the external and internal influences the class
brainstormed so the students will have a reference as they progress through the lesson and
have students record the influences on a piece of paper and teacher will add on any
influences that are left out.
o After the lists are generated, a class discussion will take place with the teacher asking the
following questions:
(1) As an external influence, how would one’s family influence the choices we make?

Expected response:
 Want to be like our parents (internal).
 Parents serve as role-models for us (external).
 They enjoy their family’s health influences, or it is fun (internal).
 No choice for the student. Parents insisted on certain health style practices
(external).
(2) What is one of your favorite healthy behaviors that your family has influenced?

Expected Response:
 Exercising/playing outside.
 Sports.
 Eating healthy foods.
(3) What is one of your favorite healthy behaviors that you were influenced by internally?
Expected Response:
 Exercising or playing outside.
 Sports.
 Eating healthy foods.
(4) Why are these internal personal influences and external family influences important to
one’s health and health decisions?

Expected Response:
 Helps us stay in good health.
 My family and I get to spend time together and stay healthy at the same
time.
 I get to improve in my sport or activity.
Assessment:
o Have each student in class create a poster of one external and one internal influence on
their own health.
o These influences can be written on poster board, drawn, or by using pictures from
magazines can be glued onto the poster board.
o Once the posters are created, each student will tape their poster around the classroom so
all the students can see the posters.
o After all students have briefly presented their poster, a classroom discussion will take
place focusing on the difference between internal personal influences and external family
influences and the reasons why external family influences and internal personal
influences are critical to the health of individuals.

Questions: List one external family influence and one internal personal influence
and why these influences are critical to their health?
Task #2: Demonstration:
Objective: Upon completion of task 2, the student will list two external family influences and
two internal personal influences that affect one’s health.
Procedures:
o The teacher will read two scenario’s in front of the class.

Possible Scenario:
1. The teacher reads a scenario about a child who looked up to their parents
and saw them as role models. The scenario describes how by looking up
to his parents, it kept him away from drugs and alcohol. Another scenario
is read that is the complete opposite of the first scenario that depicts the
child not looking up to his parents and finding himself experimenting with
drugs and alcohol because he had no influence to tell him otherwise.
o The teacher will pick out the scenario’s internal and external influences in the first
scenario.
o After doing so, the teacher will explain why they are internal or why they are external.
o After this demonstration, the teacher will read the second scenario and have the class help
identify the external and internal influences.
o The teacher will lead the classroom discussion by asking the following questions:
(1) What is (are) the internal influence(s)? And how did it (they) affect the individual in the
scenario?

Expected response:
 Previous knowledge (internal).
 Curiosity (internal).
 Likes/dislikes (internal).
 Needs/wants (internal).
 Fears (internal).
(2) What is (are) the external influence(s)? And how did it (they) affect the individual in the
scenario?

Expected response:
 Family beliefs could be based on living a healthy lifestyle.
 Family practices could be health friendly.
 Family setting good examples could be used by the individual as a model.
Assessment:
o Ask students to identify two external family influences and two internal personal
influences and describe how it affects their health during a class discussion.
Task #3: Small Group Work for Practice:
Objective: Upon completion of task 3, the student will be able to demonstrate two internal
personal influences and two external family influences on the health of individuals from brief
media clips.
Procedures:
o Each student will be put into groups of four.
o They will receive a media clip from the teacher they have to watch (either on television
or the computer provided for educational resources).
o The clip will be analyzed by the group to identify possible internal personal influences
and/or external family influences.
o Note to teachers: Internal family influences may not be clearly demonstrated by the
media clips. Stop the clips and explain how internal influences could have affected the
individual.
Assessment:
o Each group will be assigned another group to check student’s demonstration of the
internal personal influences and external family influences to make sure they have
identified the correct influences (Peer Influences Handout).
Task #4: Additional Practice in an Authentic Experience:
Objective: Upon completion of task 4, the student will be able to demonstrate a scenario
depicting three internal personal influences and three external family influences one health.
Procedures:
o Students will get into groups of three. Each group is given a situation involving both
internal and external influences on the health decision that a second grader makes. I.e.
The parent serves healthy foods at meals that show the food guide pyramid. The parent
also restricts snacks to healthy ones, does not allow child to buy too many desserts at
school and makes fruits and vegetables available all the time. The child likes lots of
fruits and vegetables and has learned to eat healthy from his/her parent. Because he/she
eats healthy he/she feels better and has lots of energy to run and play.
o Each student will take on the role of the mother or father and daughter or son.
o The members of the group will have 10 to 15 minutes to discuss how to act the scenario
out to the class and to make sure they identify the internal and external influences to the
class as they act them out.
o A rubric will be passed out to each student attached to the scenario.
o This rubric will provide information on exactly what the teacher is looking for in the
scenario demonstrations.
o The groups who are watching the presentation will fill out a rubric after each scenario is
presented and hand it in to the teacher.
Assessment:
o A rubric (see attached) will be collected from each group and evaluated by the teacher.
Task #5: Closing Task
Objective: Upon completion of task 5, the student will give three examples of how they
personally could be a positive influence on the health of their family.
Procedures:
o Students will receive a handout from the teacher consisting of the following reflection
questions.
o Describe why it might be important to be a positive influence on your family’s health?

Expected Response:
 So your family stays healthy.
 So your family is motivated.
 You can be a role model towards your family.
(1) Give three examples of how you can have a positive influence on your family’s health.

Expected Response:
 Exercise with members of the family.
 Play sports with the family.
 Go to the movies with the family.
Assessment
o The essays will be collected in class and graded by the teacher. The grade will be
determined if the student has correctly and accurately provided the teacher with three
positive influences on their family’s health.
Peer Evaluation Handout for Task 3
Name_________________________________________________________
1. Did the group demonstrate the external influences adequately?
Yes________
No________
2. Did the group demonstrate the internal influences adequately?
Yes________
No_________
Checklist for Task 4
1. There were three external family influences demonstrated in the group presentation.
Yes_______
No________
2. There were three personal (internal) influences demonstrated in the group presentation.
Yes_______
No________
*Have students fill out the checklist within their group. Students simply need to check yes or no
for questions one and two*
References
Alcohol and Drug Awareness Teacher Resources. Retrieved September 29, 2008, from Teacher
Vision Web site: http://www.teachervision.fen.com/drugs-and-alcohol/teacherresources/6595.html
Health Teacher. Retrieved September 29, 2008, from K-12 Lesson Plans and Curriculum Web
site: http://healthteacher.com/viewlessons
Joint committee on National Health Education Standards (2nd ed). (2007). National Health
Education Standards: Achieving Excellence. American Cancer Society.
Telljohann, S.K., Symons, C.W., & Pateman, B. (2007). Health Education Elementary and
Middle School Applications (5th ed.). New York: NY, McGraw-Hill Companies Inc.