LEARNING—FOCUS STRATEGIES
Lesson Planning Form
Teacher(s)
Coach Hawley
Grade Level
6
Subject
PE
GPS
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6.2 Scholars will analyze the influence of family, peers, culture, media, technology, and other factors on
health behaviors.
6.3 Scholars will demonstrate the ability to access valid information and products and services to enhance
health.
6.4 Scholars will demonstrate the ability to use interpersonal communication skills to enhance health and
avoid or reduce health risks.
6.5 Scholars will demonstrate the use of decision-making skills to enhance health. Scholars will
demonstrate the ability to use goal-setting skills to enhance health.
Concept, Topic, Skill
Life Skills Training Program
Jan 16-Feb 2 2012
Introduction
During the next 2-3 weeks scholars will remain in the classroom and complete the Life Skills
Training Program which promotes health and personal development. This program has been
approved by the State of Georgia and Glynn County and has been taught here for several
years.
The Purpose of the Program
The Life Skills Training Program was developed by Dr. Gilbert J. Botvin, a psychologist at
Cornell University, to provide an organized way for all middle and junior high school scholars
to learn these important skills. Dr. Botvin discovered that scholars who received the Life
Skills Training Program not only were better prepared to deal with the challenges of life, but
were less likely to smoke, drink, or use drugs. The Life Skills Training Program is an exciting
new breakthrough which not only prevents tobacco, alcohol, and drug abuse, but it teaches the
knowledge and skills necessary to:
1. Increased your self-esteem
2. Increase your ability to make better decisions and solve problems
3. Communicate effectively
4. Avoid misunderstandings
5. Manage anxiety
6. Make new friends
7. Stand up for your rights
8. Say “no” to unfair requests
9. Resist advertising pressures
10. Resist peer pressure
Topics and Lessons
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6.
Introduction to Life Skills
Self-Imagine and Self-Improvement
Making Decisions
Smoking: Myths and Realities
Smoking and Biofeedback
Alcohol: Myths and Realities
7. Marijuana: Myths and Realities
8. Advertising
9. Violence and the Media
10.Coping With Anxiety
11.Coping with Anger
12.Communications Skills
13.Social Skills
14.Assertiveness
15.Resolving Conflicts
Essential Question(s)
Essential Questions
1. What is the Life Skills Training Program and how can
it help me in my life?
2. What is Self-Imagine and how can I improve it?
3. How do I learn to make better decisions?
4. What are the differences in smoking myths and
realities?
5. What are the immediate and long term effects of
cigarette smoking?
6. What are the differences in alcohol myths and
realities?
7. What are the differences in marijuana myths and
realities?
8. How can advertising influence?
9. How does the media relate to violence?
10.How can we learn to deal with anxiety?
11.How can we handle anger better?
12.How can better communication skills help our
everyday lives?
13.How are socials skills important to us as we get
older?
14.What is assertiveness and how can we use this in
certain situations?
15.How can we learn to resolve conflicts other than
fighting?
Activator:
(ex: kwl, word maps, wordsplash, etc)
Key Vocabulary to Preview
Teaching Strategies
Include Graphic Organizer(s)
(Which one and how will it be
used?)
Summarizer/Assessment
KWL-Instructor will define key vocabulary words in under each
topic. Scholars will demonstrate they understand each vocabulary
work by using them in a complete sentence. Scholars will work is
pair-share.
Instruction
A workbook has been provided for each scholar. Scholars and the
instructor will discuss these topics and work in small groups to
complete the exercises and activities the program offers to better
understand the importance of these skills. Some of these activities
may include role plays from the scholars to help better
understanding of each topic. At the competition of the program
scholars can keep your workbooks
Assessment
There also may be an assessment at the end of the program to
check the learning. This assessment will fall under the test
category of your grade which counts 20% of your final grade.
Extended Thinking
Academic Focus
List description of planned
activity.
Highlight an example or examples of differentiation.