Michael Grego

Social/Emotional Health Unit Plan

Dates of Instruction: 9/29, 10/6, 10/13
Grade Level: 5
Munger Hill Elementary School

Unit Outcomes, State Standards & Assessment Template

Grade Level______5_____
Reference
Unit Outcomes
Assessments
MA
CF
Standards
by number

SWBAT identify at least six qualities

that they look for in a friend.

MA CF
#5.3

SWBAT give two reasons why they

need to be a good friend in order to
have good friends.

MA CF
#7.3

Students will create a

friendship recipe in which
they identify six qualities
they look for in a friend.
Students will respond to
exit slip writing down two
reasons why they need to
be a good friend in order to

SWBAT identify at least three

qualities of people who might ruin a
friendship.

MA CF
#7.3

SWBAT name at least three things

that affect their self-esteem.

MA CF
#5.3

SWBAT identify at least five good

qualities about themselves that
enhance their self-esteem.

MA CF
#5.3

SWBAT identify at least two

characteristics of people who have
high self-esteem, and two
characteristics of people who have
low self-esteem.

MA CF
#5.3

SWBAT list at least six different ways

to communicate with someone.

MA CF
#7.2

SWBAT identify the two different

forms of communication and
examples of each.

MA CF
#7.2

SWBAT give at least two examples of MA CF

the effect of poor communication
#7.1

have good friends.

Students will create a list
on the back of their
friendship recipe cards of
three ingredients that will
destroy their recipe, or ruin
a friendship.
Students will respond to
exit slip questions naming
three things that affect
their self-esteem.
Students will create their
own personal collage of at
least five drawings/pictures
that represent qualities that
they have which they are
proud of.
Students will respond to
exit slip questions
identifying two
characteristics of people
who have a high selfesteem, and two
characteristics of people
with low self-esteem.
Students will participate in
a closing assessment called
Fuzzy Dice where they
must name up to six ways
to communicate with
someone
Students will participate in
a partner activity in which
they must fill out a T-chart
identifying two different
ways to communicate
verbally and two ways to
communicate nonverbally.
Students will participate in
a closing assessment called
Fuzzy Dice. If the teacher
rolls an odd number they

must give one example of

poor communication, and if
they roll an even number
they must give two
examples of poor
communication.

Day ____9/22______

Day ____9/29______

Day_____10/6______

Focus/Outcomes/Essenti
al Qs:
Focus: friendship
Outcomes: SWBAT

identify at least six

qualities that they look

for in a friend.

give two reasons

why they need to be a
good friend in order to
have good friends

identify at least
three qualities of people
who might ruin a
friendship
Essential Qs:

Do you possess the

qualities of a friend that
are important to you?

Why should you be a

good friend in order to
have good friends?

Supplies/Materials/Tech
nology:

30 Large index cards

30 Pencils

1 Whiteboard

4-5 Cookbooks
(optional)
Learning activities
including
pedagogical strategies :

Students will first

participate in a turn and
talk with a partner and
discuss with a partner
about the statement To
have good friends you
must be a good friend.

Focus/Outcomes/Essential
Qs :

Focus/Outcomes/Essent
ial Qs :

Focus: self-esteem
Outcomes: SWBAT

name at least three

Focus: communication
Outcomes: SWBAT

list at least six

things that affect their

self-esteem.

identify at least five

good qualities about
themselves that enhance
their self-esteem

identify at least two

characteristics of people
who have high selfesteem, and two
characteristics of people
who have low self-esteem

different ways to
communicate with
someone.

identify the two

different forms of
communication and
examples of each.

give at least two

examples of the effect
of poor communication

Essential Qs:

What are some things

that affect the way we think
about ourselves?

What could you do to

help out a friend who has a
low self-esteem?
Supplies/Materials/Techn
ology

1 Whiteboard

30 pieces of
construction paper

7 Colored pencil/
crayon boxes

30 Personal Inventory
papers

30 Glue sticks

20 Magazines
(optional)

30 Pencils
Learning activities
including
pedagogical strategies :

Essential Qs:

How can a lack of

communication lead to the
creation of things such as
rumors?

Why is effective
communication so
important?
Supplies/Materials/Tech
nology

1 Whiteboard

30 Communication Tchart worksheets for

students

30 Pictures and
paper for opening activity

7 Colored
pencil/crayon boxes

30 Pencils

1 Fuzzy Dice
Learning activities
including
pedagogical strategies:

Students will
participate in opening

(strategy: partner
brainstorming)

Teacher will then ask

students about their ideas
to the question (strategy:
class brainstorming)

Teacher will then ask

class to brainstorm verbs
used in a cookbook (ex.
bake, stir, pour) and write
the terms on the board
(strategy: class
brainstorming)

Teacher will then

have class brainstorm
measurement terms used
when cooking (pound, cup,
ounce) and write down the
ideas on the board
(strategy: class
brainstorming)

Teacher will then

brainstorm with class
important qualities that
they look for in a friend,
and qualities of a bad
friend (strategy: class
brainstorming)

Students will then

create their own friendship
recipe on an index card in
which they list all of the
ingredients needed to
create a good friendship
recipe in addition to the
directions on how to make
the friendship recipe
(teacher will show
students completed
example) (strategy:
individual work,
assessment)

On the back,
students will write qualities
of a bad friend that could

Students will first

respond to teachers
question about what is selfesteem (strategy: class
discussion)

Students will
brainstorm with the teacher
about things that affect our
self-esteem (strategy: class
brainstorming)

Students will then

come up with characteristics
of people who have a
positive and people who
have a negative self-esteem
(strategy: class
brainstorming)

Students will then

complete their own Personal
Inventory worksheet by
filling out information about
them. Students will glue
their worksheets onto a
piece of construction paper
and create their own
personal collage/drawings of
personal qualities they are
proud of (show teacher
example) (strategy:
individual work, assessment)

Students may share

their personal collage if
there is enough time and
teacher will go over
essential questions with
students in the closure
(strategy: student sharing,
assessment)
Students will
answer exit slip
questions (strategy:
assessment)
Assessment(s):

1. Students will

activity. Students will be

placed with a partner and
sit back to back with their
partner. Partner A will
have a drawing and
Partner B will have a blank
sheet of paper. Partner A
must instruct Partner B
how to draw the picture
without looking at Partner
Bs paper, only verbally
talking to them. Partners
will then switch roles and
try activity again. Debrief
with students about how
activity related to
communication, and how
the activity shows the
effect of poor
communication (strategy:
instant activity,
assessment)

Teacher will
brainstorm with students
about all the different
ways people communicate
and write down students
ideas on the board
(strategy: class
brainstorming)

Teacher will then

explain the two types of
communication
(verbal/nonverbal) to
students and brainstorm
examples of each type
(strategy: class
brainstorming)

Students will then

complete a
communication T-chart
with a partner by writing
down or drawing different
ways people verbally
communicate or

potentially ruin a
friendship (strategy:
individual work,
assessment)

Allow students to
share friendship recipes if
time and go over
essentials questions with
class at the end of the
lesson. (strategy: student
sharing)

Students will answer

exit slip question
(strategy: assessment)
Assessment(s):

1. Students will
create a friendship
recipe in which
they identify six
qualities they look
for in a friend.
2. Students will
respond to exit slip
writing down two
reasons why they
need to be a good
friend in order to
have good friends.
3. Students will
create a list on the
back of their
friendship recipe
cards of three
ingredients that
will destroy their
recipe, or ruin a
friendship.

respond to exit slip

questions naming
three things that
affect their selfesteem.
2. Students will
create their own
personal collage of at
least five
drawings/pictures that
represent qualities
that they have which
they are proud of.
3. Students will
respond to exit slip
questions identifying
two characteristics of
people who have a
high self-esteem, and
two characteristics of
people with low selfesteem.

nonverbally communicate.
(strategy: partner work,
assessment)

Teacher will have

class share some
examples of things they
put in their T-charts and
go over essential
questions with students
(strategy: student
sharing)

Students will
participate in Fuzzy Dice
activity (strategy:
assessment)
Assessment(s):

1. Students will
participate in a
closing assessment
called Fuzzy Dice
where they must
name up to six
ways to
communicate with
someone
2. Students will
participate in a
partner activity in
which they must fill
out a T-chart
identifying two
ways to
communicate
verbally and two
ways to
communicate
nonverbally.
3. Students will
participate in a
closing assessment
called Fuzzy
Dice. If the

teacher rolls an
odd number they
must give one
example of poor
communication,
and if they roll an
even number they
must give two
examples of poor
communication.

Resources:
http://www.discoveryeducation.com/teachers/free-lesson-plans/self-esteem.cfm
http://www.sdcda.org/office/girlsonlytoolkit/toolkit/got-05-communication.pdf
http://www.educationworld.com/a_tsl/archives/02-1/lesson020.shtml
http://www.goodnet.org/articles/8-defining-characteristics-best-friend
http://www.hopkinton.k12.ma.us/Page/3249

Instilling Positive Health Habits in Youth: Health Education Lessons for

Elementary School Children Shannon Whalen, Suanne S. Maurer
Unit Evaluation System:
Students will receive a number 1-4 on assignments for their ability to
meet the specialists standards (4= consistently demonstrates skill, 3=
demonstrates the skill some of the time, 2= requires on-going support
to demonstrate this skill, 1= does not demonstrate skill)
Demonstrates a positive attitude, active and engaged
participation and self-control.
Understands and applies concepts in respect to their
bodies, the environment, and the relationships among actions,
conduct, and wellness.
Understands and applies concepts needed in daily life as
they come to learn about their identity and how to manage

interactions with other people.

Understands and applies concepts to make decisions and
weigh probable consequences of their actions.
*Each standard will represent 25% of a students grade
Written Materials:
Friendship Recipe Rubric
/40
Contains both ingredients and directions
/10
Has at least six ingredients for friendship
/10
Use measurements and cooking verbs in recipe
/10
Lists three qualities of a bad friendship on back
/10

Personal Inventory Worksheet Rubric

/30
Answers all questions on worksheet
/10
Writes/Draws at least 5 things on their construction paper
/10
Construction paper contains at least one drawing
/10

Personal Inventory
Worksheet
School Subjects
L I like _____________________________________.
L
L I do not like _____________________________.
L I am good at ____________________________.
L I am not good at ________________________.
L
Activities
L I like ____________________________________.
L
L I do not like ____________________________.
L I am good at ___________________________.
L I am not good at _______________________.
L I am good at this activity, but I do not like it: _________.
L I am not good at this activity, but I like it: ____________.

L I prefer being involved in individual activities _____ or group

activities ___. (Check one.)
Relationships with Friends and Adults (Check the statements
that apply to you.)
L I am generally well liked: ____________.
L I am generally not well liked: ___________.
L I have a group of friends: ________.
L I prefer having one or two friends: _______.
L I am a leader: ___________.
L I am a follower: _________.
L I prefer people who like the same things I like: ___________.
L I prefer people who like different things: _____________.
L I have the support of significant adults in my life:
__________________.
L I have the support of a group of peers:
______________________.
L
L Food Preferences
L I like to eat _______________________________.
L I do not like to eat _______________________.
Verbal/Nonverbal Communication T-chart Rubric
/30
Contains at least 6 examples of both verbal and nonverbal
communication
/10
T-chart contains both drawings and words
/10
Both partners complete T-chart
/10

Verbal Communication

Nonverbal
Communication

_________________________________________

Name:
Exit Slip
Please write down two reasons why you need to be a good friend in order to have good
friends.
1.

2.

Name:
Exit Slip
1. Please list three things that can affect someones self-esteem.

2. Please write down two characteristics of people who have high-self

esteem, and two characteristics of people who have low self-esteem.

Partner A Drawings:

Partner B Drawings:

SPRINGFIELD COLLEGE HEALTH LESSON PLAN TEMPLATE

Name: Michael Grego

Date: 9/29/16

School: Munger Hill Elementary School

Lesson #4

Grade: 5

Class/Time: 9:15-9:55

Class size: 20

Unit/Theme: Social/Emotional Health

Lesson Focus: Friendship

Objectives (must be measurable, use action verbs and include elements of success)
Cite appropriate standards from MA Comprehensive Health Curriculum Frameworks
By the end of the lesson, students should be able to:
SWBAT identify at least six qualities that they look for in a friend. (MA CF #5.3)
SWBAT give two reasons why they need to be a good friend in order to have good
friends. (MA CF# 7.3)
SWBAT identify at least three qualities of people who might ruin a friendship. (MA CF#
7.3)
Materials/Supplies/Lesson Preparation
Materials/Supplies: 30 Large index cards, 30 Pencils, 1 Whiteboard, 4-5 Cookbooks
(optional)
Lesson Preparation: Make sure all index cards/ materials are on tables ahead of time, be
sure to create a teacher version of a completed friendship recipe card to use as an
example, make sure all objectives are written on the board in addition to the agenda.
Special Accommodations (How will the special needs of individual students be met?)
Teacher will show students an example of a completed friendship recipe card so students
understand what the completed product looks like. Teacher will also use whiteboard to
write down ideas of cooking verbs, measurement terms, and qualities of a good friend.
References/Resources (include books, articles, websites, etc.)
http://www.goodnet.org/articles/8-defining-characteristics-best-friend

Instilling Positive Health Habits in Youth: Health Education Lessons for Elementary
School Children Shannon Whalen, Suanne S. Maurer
Opening (activator/instant activity)
5 min: Students will first participate in a turn and talk and discuss with a partner about
the statement To have good friends you must be a good friend. Teacher will then ask
students about their answers to the opening question, as it is an essential question to the
lesson. (strategy: partner/class brainstorming)
Procedures Step by step description of teaching strategies/methods/pedagogy to be
used. (Include time frame for each activity, transitions, extensions/adaptations,
cooperative learning techniques jig saw, pair/share, etc.)
1. 5 min: Teacher will then ask class to brainstorm verbs used in a cookbook
(ex. bake, stir, pour) and write the terms on the board. Teacher will then have class
brainstorm measurement terms used when cooking (pound, cup, ounce) and write
down the ideas on the board. Teacher will then brainstorm with class important
qualities that they look for in a friend, and qualities of a bad friend. Learning
technique: class brainstorming Extension: Have students continue to use the
Turn and Talk method and discuss with partners about answers to each question
2. 15 min: Students will then create their own friendship recipe on an index
card in which they list all of the ingredients needed to create a good friendship
recipe in addition to the directions on how to make the friendship recipe (teacher
will show students completed example). Make sure students write down at least
six qualities qualities of a good friend, and that they include both the directions
and ingredients portion Learning technique: individual work/ assessment
Extension: Have students use larger quantities for the things that the feel are very
important to have in a friendship (ex. 1 gallon of respect).
3. 5 min: At this point, instruct students to write on the back of their index
cards qualities of a bad friend that could potentially ruin a friendship. Make sure
students write down at least three qualities of a bad? friendship. Learning
technique: individual work, assessment Extension: Students can also match
these qualities with quantities (ex. 5 pounds of dishonesty)
4. 5 min: Allow students to share friendship recipes if time and see what
were some similar things students put in their friendship recipes. Learning
technique: student sharing Extension: Have students on share the ingredients that
they put down in their recipes

List Assessment(s) informal or formal how do you know they have learned the
desired content and you have achieved your objectives?
Teacher will use the completed friendship recipe as a form of assessment as students
will write down at least six qualities of a good friend in the ingredient portion and write
down three qualities of people who might ruin a friendship on the back of their index
cards.
Teacher will also use an exit slip at the end of class and have students write down two
reasons why it is important to be a good friend in order to have good friends.
Closure/Summarizer
5 min: Teacher will ask students questions related to friendship recipe lesson.
What were some of the most important qualities you were looking for in a
friend?
Do you possess the qualities of a friend that are important to you?
Why should you be a good friend in order to have good friends?
What could happen if we become friends with people who do not have the
qualities we are looking for?
Students will then answer exit slip question by writing down two reasons why it is
important to be a good friend in order to have good friends.
Notes/Reflection (to be completed right after you finish teaching a particular lesson)
What did you accomplish? How much did the students learn? What would you leave the
same and what might you change in the future to improve
I thought students really understood the message of the importance of identifying the
qualities you are looking for in a friend. Many were able to understand the content of this
lesson since it was related to the character trait lesson that I taught them last week. This
helped me explain why it is important to look for friends who have the same
characteristic traits as you do. I think I could have done a much better job of relating this
lesson to the whole recipe idea. I actually used a video on Youtube that talked about
making a friendship soup, which was similar to this activity. I would have liked to have
brainstormed more with the students about cooking measurements and verbs used in
cooking. I think this would have made the recipes more unique. Next time, I will be sure
to move seats if I see students not working well with each other. Some tables worked
better than others on this activity, with some students finishing and others not really
getting much work done. I will keep a closer eye on the students who were not working

well during class, and potentially even more their seat so they could concentrate and
focus more on the assignment.

SPRINGFIELD COLLEGE HEALTH LESSON PLAN TEMPLATE

Name: Michael Grego

Date: 10/6/16

School: Munger Hill Elementary School

Lesson #5

Grade: 5

Class/Time: 9:15-9:55

Class size: 20

Unit/Theme: Social/Emotional Health

Lesson Focus: Self-esteem

Objectives (must be measurable, use action verbs and include elements of success)
Cite appropriate standards from MA Comprehensive Health Curriculum Frameworks
By the end of the lesson, students should be able to:
SWBAT name at least three things that affect their self-esteem. (MA CF #5.3)
SWBAT identify at least five good qualities about themselves that enhance their selfesteem (MA CF#5.3)
SWBAT identify at least two characteristics of people who have high self-esteem, and
two characteristics of people who have low self-esteem (MA CF#5.3 )
Materials/Supplies/Lesson Preparation
Materials/Supplies: 1 Whiteboard, 30 pieces of construction paper, 7 Colored pencil/
crayon boxes, 30 Personal Inventory papers, 30 Glue sticks, 20 Magazines (optional), 30
Pencils, 15 small whiteboards
Lesson Preparation: Make sure the agenda and objectives are written on the board, be
sure to create a teacher example of the personal inventory assignment for students to look
at, make sure all materials are placed on tables before lesson begins
Special Accommodations (How will the special needs of individual students be met?)
Students will be able to answer each of the personal inventory questions to the best of
their ability, students will also be able to draw/write down ideas that pertain to their own

personal interests on their pieces of construction paper, students will be provided with a
completed product made by the teacher that they can use as an example.
References/Resources (include books, articles, websites, etc.)
http://www.educationworld.com/a_tsl/archives/02-1/lesson020.shtml
http://www.discoveryeducation.com/teachers/free-lesson-plans/self-esteem.cfm

Opening (activator/instant activity)

5 min: Students will work in partners and respond to teachers questions related to selfesteem. Partners will take turns writing their ideas down on their own individual small
whiteboards, so they can hold up their answers to the entire class to see. The teacher will
start the class by asking questions such as:
What is self-esteem?
What are some things that affect our self-esteem
After each question, ask students about the answers that they came up with in their
groups (learning technique: class discussion/ brainstorming)
Procedures Step by step description of teaching strategies/methods/pedagogy to be
used. (Include time frame for each activity, transitions, extensions/adaptations,
cooperative learning techniques jig saw, pair/share, etc.)
1. 5 min: Students will now work as an entire class instead of in their small
group and come up with characteristics of people who have high self-esteem and
low self-esteem. Teacher will write down students ideas on t-chart on
whiteboard separating the two categories. Learning technique: class
brainstorming Extension: Have students continue to work in their partners and
come up with characteristics of people with high/low self-esteem
2. 20 min: Students will then complete their own Personal Inventory
worksheet by filling out information about them. Students will glue their
worksheets onto a piece of construction paper and create their own personal
collage/drawings of personal qualities they are proud of. Be sure to show teacher
example of completed product. Make sure students create at least five drawings
related to their personal interests/qualities. Learning technique: individual work,
assessment Extension: Have students cut out pictures from magazines that relate
to their personal interests and glue them on their pieces of construction paper.
3. 5 min: Students will share their personal collages that they created and
the teacher will review questions on the personal inventory sheet that students

answered. Learning technique: student sharing/ assessment Extension: Students

will individually share and explain one of their drawings on their personal
collages.
List Assessment(s) informal or formal how do you know they have learned the
desired content and you have achieved your objectives?
Teacher can use the completed personal inventory worksheets/collages as an assessment
by making sure students create at least five drawings on the pieces of construction paper.
Teacher will also use exit slip that asks students to list two characteristics of people with
high/low self-esteem and three things that might affect our self-esteem
Closure/Summarizer
5 min: Teacher will ask students questions related to the self-esteem lesson such as:
What are some characteristics of people with high/low self-esteem?
What affects the way we think about ourselves?
What could you do to help out a friend who has low self-esteem?
Students will them respond to exit slip questions listing characteristics of people with
high/low self esteem and things that affect their self-esteem.
Notes/Reflection (to be completed right after you finish teaching a particular lesson)
What did you accomplish? How much did the students learn? What would you leave the
same and what might you change in the future to improve
Prior to teaching this lesson, I made some changes that I think benefited students. I
already used my extension of filling in the first two problems for students before the
lesson began. I was worried that the activity would seem too confusing if I did not give
students some examples to look at. This seemed to really benefit students, as there did not
seem to be much confusion about the assignment. I also constantly went around with my
teacher copy to help give some ideas to student who were struggling. I think this helped
them get back on track during the individual seat work portion of the lesson. I was
pleased to see most students finish the assignment and write at least six problems and
solutions on their worksheets. If I were to teach this again, I would be sure to relate this
assignment more to the previous friendship recipe. I think I would have enhanced higher
level thinking by having students see the connection as to why having good friendship
qualities could prevent friendships from falling apart. Although I planned on doing this
throughout the lesson, I wish I did this more often during the lesson. I was overall pleased
with the students performance during both friendship lessons.

SPRINGFIELD COLLEGE HEALTH LESSON PLAN TEMPLATE

Name: Michael Grego

Date: 10/13/16

School: Munger Hill Elementary School

Lesson #6

Grade: 5

Class/Time: 9:15-9:55

Class size: 20

Unit/Theme: Social/Emotional Health

Lesson Focus: Communication

Objectives (must be measurable, use action verbs and include elements of success)
Cite appropriate standards from MA Comprehensive Health Curriculum Frameworks
By the end of the lesson, students should be able to:
SWBAT list at least six different ways to communicate with someone. (MA CF #7.2)
SWBAT identify the two different forms of communication and examples of each. (MA
CF# 7.2)
SWBAT give at least two examples of the effect of poor communication (MA CF# 7.1 )
Materials/Supplies: 1 Whiteboard, 30 Communication T-chart worksheets for
students, 30 Pictures and paper for opening activity, 7 Colored pencil/crayon
boxes, 30 Pencils, 1 Fuzzy Dice

Lesson Preparation: Make sure the agenda and objectives are written on the board, have
chairs set up in proper formation for the opening activity, make sure all materials are on
tables prior to the start of the lesson, create a sample t-chart for students to refer to during
the lesson.
Special Accommodations (How will the special needs of individual students be met?)
Students will have an option of either creating drawing or writing down words that relate
to both verbal/nonverbal communication. Students can use examples that the whole class
came with at the beginning of class for some ideas, and use the teachers example as well

References/Resources (include books, articles, websites, etc.)

http://www.sdcda.org/office/girlsonlytoolkit/toolkit/got-05-communication.pdf
http://www.hopkinton.k12.ma.us/Page/3249

Opening (activator/instant activity):

10 min: Students will participate in opening activity. Students will be placed with a
partner and sit back to back with their partner. Partner A will have a drawing and Partner
B will have a blank sheet of paper. Partner A must instruct Partner B how to draw the
picture without looking at Partner Bs paper, only verbally talking to them. Partners will
then switch roles and try activity again. Debrief with students about how activity relates
to communication, and how the activity shows the effect of poor communication
(learning technique: class activity)
Procedures Step by step description of teaching strategies/methods/pedagogy to be
used. (Include time frame for each activity, transitions, extensions/adaptations,
cooperative learning techniques jig saw, pair/share, etc.)
5 min: Teacher will brainstorm with students about all the different ways people
communicate and write down students ideas on the board Teacher will then explain the
two types of communication (verbal/nonverbal) to students and brainstorm examples of
each type by filling in t-chart on board Learning technique: class brainstorming
Extension: Introduce concept of miscommunication and how it can be related to the
creation of rumors
15 min: Students will then complete a communication T-chart with a partner by writing
down or drawing different ways people verbally communicate or nonverbally
communicate. Tell students to try to get down at least four ideas for both verbal and
nonverbal communication, and that they can used colored pencils/crayons to create
drawings Learning technique: partner work, assessment Extension: Have students
identify things that could pertain to both verbal/ nonverbal communication (ex. cell
phone could be verbal (talking) or nonverbal (texting). Have students create at least two
drawings for both verbal/nonverbal communication.
5 min: Teacher will have class share some examples of things they put in their T-charts,
and discuss with class about the most effective methods of communication. Learning
technique: student sharing Extension: Have each pair create a numbered list of what
they believe are the most effective communication methods
List Assessment(s) informal or formal how do you know they have learned the
desired content and you have achieved your objectives?

Teacher will use communication t-chart as a form of assessment as students fill in

examples of both verbal and nonverbal communication.
Teacher will also roll a dice or Fuzzy Dice and have students answer questions by
listing information based on the number shown on the dice.
Closure/Summarizer
5 min: Teacher will ask students questions related to verbal/nonverbal communication
lesson such as:
What are some ways we can communicate with each other?
How can a lack of communication lead to the creation of things such as
rumors?
Why is effective communication so important?
Students will also participate in Fuzzy Dice assessment activity by listing a certain
number of ways to communicate based on number on dice.
Notes/Reflection (to be completed right after you finish teaching a particular lesson)
What did you accomplish? How much did the students learn? What would you leave the
same and what might you change in the future to improve
I was unable to do the opening activity with the class, because I needed to make sure
students would have time to complete the post-test at the end. This was unfortunate,
because I was looking forward to having students try the partner drawing activity. I
thought students were able to generate a good list of ways that we communicate verbally
and nonverbally at the start of class. I really tried to push for higher level thinking from
students, especially with the noverbal part. The list that I created on the whiteboard was
useful, as students were able to use it as a reference throughout the class. In the future, I
would really try to emphasize that students should be using both pictures and words on
their t-chart. I saw many students simply writing down their ideas, causing them to be
done with the assignment much quicker than they should have been. In the end, I had a
quick closure by asking students questions related to the lesson. I would have liked to
have tried the Fuzzy Dice assessment in the end like I planned, but I decided to let
students continue working on their post-test up until the closure.

Health Education Impact on Student Learning

Presentation of raw data: table
Students
Initials

Pre-Test Score

Post-Test
Score

Point
Difference

Impact Rating

JA

8/10

9/10

low

BB

2/10

4/10

low

SB

3/10

4/10

low

PB

Was absent
during pre-test

7/10

N/A

N/A

MB

2/10

1/10

-1

low

MC

7/10

8/10

low

GC

6/10

4/10

-2

low

JC

2/10

1/10

-1

low

BC

4/10

8/10

high

LD

6/10

6/10

low

ZE

7/10

9/10

low

MF

2/10

4/10

low

IG

Was absent
during pre-test

10/10

N/A

N/A

CJ

2/10

6/10

high

AK

9/10

9/10

low

NL

2/10

6/10

high

ML

9/10

9/10

low

SL

7/10

5/10

-2

low

AL

4/10

7/10

moderate

TM

2/10

5/10

moderate

OO

6/10

9/10

moderate

RP

4/10

2/10

-2

low

AR

6/10

5/10

-1

low

FR

2/10

2/10

low

AR

6/10

6/10

low

JR

5/10

8/10

moderate

JS

4/10

6/10

low

AS

5/10

6/10

low

JS

9/10

10/10

low

IM

5/10

6/10

low

Impact parameters for impact rating: high= 4 or more, moderate= 3, low= 2 or less

Presentation of raw data: pie chart

Summary of data:
The table and the pie chart help show the impact on student learning throughout
my social/emotional health unit that I taught to 5th grade students. Students were given
either a high, moderate, or low impact rating based on the difference between their pre
and post-test scores. A difference of 4 or more was given a high impact rating, a
difference of 3 was given a moderate impact rating, and a difference of 2 or less was
given a low impact rating. There were a total of 30 students in the class, however 2 of the
students were absent when I implemented the pre-test so I could not use their scores in
my data. Therefore, out of the other 28 students, 11% of them had a high impact rating,
14% of them had a low impact rating, and 75% of students had a low impact rating. In
comparison to the pre and post test scores, 79% of students had either the same or a
higher score on the post-test at the end of the unit, while 21% of students had a lower
score on the post-test at the end of the unit.
Analysis of the data:
My impact on student learning assignment looked at the difference between
students pre/post-test scores during my social/emotional health unit. Although the
majority of the class had an improved post-test score compared to the pre-test score, 75%
of students were given a low impact rating. This shows that although most students
showed progress, it was only by a small amount. 54% of students had either a 0, 1, or 2
point difference after taking the post-test. Although it is nice to see students have an
improved score by the end of a unit, it would have been better for more students to be in
the moderate to high impact rating area. This shows that as a teacher, I was able to
slightly enhance student learning throughout a unit. Moving forward, I think there are

some adjustments that I can make in order to have a moderate-high impact on student
learning. 54% of the students had a score of a 50% or higher on the pre-test given at the
start of the unit. This shows that these students already had a decent understanding of the
social/emotional health unit I was about to teach, but not a full understanding. After
seeing this, I could have adjusted my unit to leave out topics that students already knew
about. In the future, I will try to give students more challenging material throughout a
unit to help them improve significantly from the beginning to the end. At the same time, I
think the data does show evidence that students definitely learned throughout my unit.
The two students who were absent during the pre-test scored a 7 and a 10 out of 10
respectively on the post-test. This shows that students were able to retain information
throughout my unit and answer questions correctly without even being exposed to them a
first time.
I feel like there are some things that could have skewed my data for my impact on
student learning. I actually implemented the post-test on the final day of the unit. This
means that I covered some of the information within the post-test of the same day that it
was given. This could have helped students with answers to questions directly related to
the lesson that was taught on that day, since the information was fresh in their heads. An
adjustment I might make for my next impact on student learning is to administer the posttest the next time I see the class after completing the unit, to really see if students can
retain the information. Also, the vice principal came in to speak with my 5th grade class
while they were taking their post-test. This decreased the amount of time they had to
finish the post-test. This could have caused students to simply not be able to finish in
time. Their blank answers would therefore not reflect their inability to answer the posttest questions, yet these were still considered incorrect since they did not answer them.
These are some things for me to keep in mind when I analyze my impact on student
learning in the future.