Name Marly Eubanks

Box # 7228
Stress, Depression, and Suicide

I. Concept to be taught: Students will learn how stress, depression and suicide affect and
influence ones health.
II. Instructional Objectives:
Students will be able to define what stress, depression, and suicide is.
Students will be able to explain the types, causes, signs, and treatments for each.
Students will be able to evaluate the stress management of ones health.
This goal meets Content Standards
2.5 List the factors that affect personality development.
2.6 Recognize stressors and formulate personal stress management techniques.
2.10 Recognize the signs of potential suicide.
2.11 Examine characteristics of mental disorders (e.g. stress disorders, clinical depression).
2.12 Identify community resources providing information for mental health and suicide
prevention.
III. Materials needed: Online School Resources, Textbook, School approved videos,
Powerpoint
IV. Classroom teaching strategies and procedures:
A. Anticipatory Set: At the start of class, the teacher will read aloud a story about
someone who is dealing with stress, depression and suicide. This is will get the students
minds to start thinking. Then they will be able to ask questions regarding the story the
teacher just read aloud.
B. Student Learning Activities: The teacher will go over the types, causes, signs, and
treatments of stress, depression and suicide. The students should/will be writing down
information that is essential to the topic of discussion. During this time, students may ask
questions or concerns which lead into having a class discussion.
C. Conclusion: To wrap up the class, the teacher will play a video called Day for
Night. The video is a bit long; however, this lesion will take more than two days to
cover. Students should be taking notes about the video and how it relates to the lesson. At

the end of class, the students will turn in their notes taken from the lesson itself, and the
video.
D. Activity Extension: This varies day to day. Once the video has finished, students are
allowed to begin working on homework that is relevant to this class. They cannot work
on other homework from another class. Most days, we will not finish early.
V. Evaluation
A. Student learning will be measured through reading stories/articles, PowerPoint, video,
and class discussion. They will be observed through class discussion and note taking.
B. After the lesson is over, the teacher will look back at the attentiveness of their students
to see what worked and what didnt work. Were the students paying attention and having
an interest in the topic of discussion or were the students completely zoned out of class
discussions? This will allow the teacher to see the areas they need to focus more on or
less on.

Name Marly Eubanks

Box # 7228
Diseases

I. Concept to be taught: Students will learn the different diseases that affect ones health
and how environment/age affects those diseases.
II. Instructional Objectives:
Students will be able to differentiate between communicable and non-communicable diseases.
Students will be able to identify what STDs, HIV, and AIDS are.
Students will be able to analyze the factors affected by STDs, HIV, and AIDS comparing it to the
age of AIDS.
This goal meets Content Standards
1.1 Differentiate communicable and non-communicable diseases.
1.2 Determine heredity, environmental and lifestyle factors which place the student at risk for
disease.
1.3 Describe different types of pathogens and how they affect health
1.4 Explain causes, modes of transmission, signs and symptoms, treatments and prevention of
Communicable diseases (e.g., STIs, HIV/AIDS).
1.5 Explain causes, signs and symptoms, treatments and prevention of non-communicable
diseases.
III. Materials needed: Online School Resources, Textbook, School approved videos,
Powerpoint
IV. Classroom teaching strategies and procedures:
A. Anticipatory Set: At the start of class, the teacher will play a little game. The game is
like jeopardy and will consist of questions about diseases and what types are there in the
world. This allows the students minds to start thinking about the culture and how diseases
affect ones body.
B. Student Learning Activities: The teacher will begin discussing the differences of
communicable and non-communicable diseases. The teacher will also elaborate on what
types of diseases are most common explaining the factors, how to protect yourself, and
how it affects teenagers specifically. The Students should be taking notes on the
important key factors being discussed in the lesson.
C. Conclusion: To wrap up, the students will begin researching articles about diseases.
This leads to their article reviews that they will turn in at the end of this unit. Students
should be looking for scholarly sources proving the different types of diseases.

D. Activity Extension: The students will continue to work on researching articles about
diseases for their article reviews. If some finish early, those students are allowed to work
on homework pertaining to this class.
V. Evaluation
A. Student learning will be measured through reading stories/articles, PowerPoint, video,
and class discussion. They will be observed through class discussion and note taking.
B. After the lesson is over, the teacher will look back at the attentiveness of their students
to see what worked and what didnt work. Were the students paying attention and having
an interest in the topic of discussion or were the students completely zoned out of class
discussions? This will allow the teacher to see the areas they need to focus more on or
less on.

Name Marly Eubanks

Box # 7228
Drugs and Alcohol

I. Concept to be taught: Students will learn the use, misuse and abuse of drugs and alcohol.
Also the students will evaluate the causes affected by the abuse of drugs and alcohol.
II. Instructional Objectives:
Students will be able to list the use, misuse and abuse of drugs and alcohol.
Students will be able to identify the causes in teenagers who abuse drugs and alcohol.
Students will be able to analyze the alternative choices of drugs and alcohol.
This goal meets Content Standards
7.1 Describe the illegal use of alcohol, tobacco and other chemical substances.
7.2 Identify the effects of substance misuse and abuse on society
7.5 Identify strategies to avoid misuse of chemical substances.
7.6 Explain the effects of chemical substances on total wellness.
7.7 List the benefits of a lifestyle free from chemical misuse.
III. Materials needed: Online School Resources, Textbook, School approved videos,
Powerpoint
IV. Classroom teaching strategies and procedures:
A. Anticipatory Set: At the start of class, the teacher will play a school approved video
about drugs and alcohol. This video will talk about the effects of drugs and alcohol in a
teenagers perspective. Student should be taking notes about the key points of this topic.
B. Student Learning Activities: The teacher will discuss the use, misuse and abuse of
drugs and alcohol. Also, the teacher will explain why drugs and alcohol affect ones
health and what causes them to turn to drugs and alcohol. The students should/will be
writing down information that is essential to the topic of discussion. During this time,
students may ask questions or concerns which lead into having a class discussion.
C. Conclusion: To wrap up, the teacher will begin the class discussion asking question
about drugs and alcohol. Students will then begin to evaluate the different aspects of
drugs and alcohol and how those things affect ones health.
D. Activity Extension: This varies day to day. Students are allowed to work on
homework pertaining to this class. Also, class discussions may need to be extended based
on the response from the students.
V. Evaluation

A. Student learning will be measured through reading stories/articles, PowerPoint, video,

and class discussion. They will be observed through class discussion and note taking.
B. After the lesson is over, the teacher will look back at the attentiveness of their students
to see what worked and what didnt work. Were the students paying attention and having
an interest in the topic of discussion or were the students completely zoned out of class
discussions? This will allow the teacher to see the areas they need to focus more on or
less on.