KTIP Lesson Plan: Completed Example

Directions: Using the KTIP lesson plan template (electronic copy on iLearn), develop a lesson plan. You should develop one lesson towards the grade of your choice (elementary grades P-5, middle school grades 6-8, or high school grades 9-12). Remember to cite all resources used, and to use corresponding standards per the appropriate grade level. Remember that you have resources to assist you in writing these plans, that can be found under “Content” in Blackboard iLearn. Lesson plans will be due electronically via iLearn by the end of week 3 (Sunday @ 11:59 PM) . This assignment is worth 100 points. Each lesson plan should be for a full 30 min. lesson. Later this term, you will submit this lesson again, with additional edits to improve your lesson and will also be asked to teach the lesson to others. Your lesson plan teaching experience will be videoed for the class and submitted in a DB. You will use this lesson, so while designing the assignments in this class, consider every detail, including any equipment or resources that you may have available. Do this on Drug abuse and addiction. Just fill out uploaded template.

KTIP Lesson Plan Example

Source of Evidence: Lesson Plan

Your committee will use this evidence to evaluate your performance on the followin2:

xxxx Framework for Teaching Components

I A – Demonstrating Knowledge of Content and Pedagogy

I B – Demonstrating Knowledge of Students

I C -Setting Instructional Outcomes

I D Demonstrating Knowledge of Resources

I E -Developing Coherent Instruction

I F- Designing Student Assessment

KTIP Lesson Plan Example
Xxxx Teacher Standards

1 -The Teacher Demonstrates Applied Content Knowledge

2 – The Teacher Designs and Plans Instruction

3 – The Teacher Creates and Maintains Learning Climate

4 – The Teacher Implements and Manages Instruction

5 -Assesses and Communicates Learning Results

6 – The Teacher Demonstrates the Implementation of Technology

8 – Collaborates with Collea1mes/Parents/Others

Source of Evidence: Lesson Plan

Name:

Date of Observation: xxx, 2025

Cycle: xxx 1

Grades/Ages of Students: 9 th -12th Grade / Ages 15-19

Number of Students: xx

Number of Students with IEP/504: xx

Number of Gifted Students : xx

Number of Students with LEP : xx

1. Context: Description of Students (IB)

The lesson plan has been designed keeping in mind the needs of the health class taught by Name of the teacher at Name of the high school, which has a high number of students from a low socioeconomic background, that is, 68% free lunch eligibility. Our total number of students in the health class is 28, with three IEPs and one gifted student and 2 LEP students in place. Students may require verbal prompts, extra time, a scribe to write, or a reader to read the text.

The student demographics are mostly Caucasian, with one Latin American student. There are no ELL students currently. The learning styles include kinesthetic, interpersonal, intrapersonal, and auditory. This student population could benefit from activities that promote critical thinking in relation to their responsibility to the individual, the group, the environment, and the future as it relates to their career choices KTIP Lesson Plan Example.

2. Lesson Learning Targets/Objectives (lA) (lC)

Learning Target:

Students know ways to prevent transmission of communicable diseases.

Connection to Standard:

4.1.7- Describe the methods of preventing the spread of the germs of infectious diseases.

Learning Target: Students will understand and be able to explain the need for raising awareness about communicable diseases and how this helps prevent and control the spread of communicable diseases within communities.

Expected Demonstration of Understanding: Students are expected to demonstrate their understanding during class discussions, analysis of real-life health situations, and making connections between health-related information and personal behaviors.

Assessment of Understanding: Students’ understanding will be assessed through written responses, scenario-based questions, exit tickets, and participation in class discussions or projects related to disease prevention and awareness.

Lesson Objectives:

Cognitive: Students will be able to describe how communicable diseases are transmitted and analyze how public awareness helps prevent and control communicable diseases.

Affective: Students will value personal and social responsibility and demonstrate concern for personal and social health.

Relationship to Standard:

• Kentucky Health Education Standard 4.2.1 (Grade 9-12): Describe how the community can support personal health decisions and behaviors- including school, local services, cultural norms, and community resources that impact personal health choices ( Kentucky Department of Education, 2025).

• National Health Education Standard 2.12.4: Evaluate how the school and community can impact personal health practices and behaviors- students will identify how community environments impact personal health choices (Home of Bob, 2026).

• National Health Education Standard 1.12.6: Analyze the relationship between access to health care and health status- students will identify how community health services impact personal health choices (LibreTexts, 2020).

• National Health Education Standard 3.12.2: Use resources from home, school, and community that provide valid health information- students will identify community resources that provide valid information for making personal health choices (Home of Bob, 2026).

• National Health Education Standard 8.12.2: Demonstrate how to influence and support others to make positive health choices- students will use community environments to practice influencing and supporting others in making positive health choices (Shape America, 2024).

b. Current Lesson Learning Targets (IA, IC)

Learning Target

Students will use preventative measures to guard themselves and others against communicable diseases.

Relation to Standard:

4.1.7 – Describe ways to prevent the spread of germs that cause infectious disease.

Learning Target:

Students are to develop strategies to raise awareness regarding communicable diseases in their own school community KTIP Lesson Plan Example.

Connection to Standard:

4.7.2 – Describe practices and behaviors that reduce or prevent health risks associated with diseases and injuries.

c. Next Lesson Learning Targets (IA, IC)

Learning Target:

The students will use strategies for setting goals to promote healthy behaviors that prevent diseases.

Learning Target:

The students will be able to design and promote initiatives that will help prevent communicable diseases in their local community. Connection to Standard:

HS.6.2- Utilize goal-setting strategies to establish realistic short- and long-term personal objectives to promote personal well-being, decrease disease risk, and enhance emotional health (UT SouthWesternMedicalCenter, 2023).

3. Students’ Baseline Knowledge and Skills (lB) (lF)

A pre-assessment consisting of true/false questions regarding methods of disease prevention was administered before the beginning of the unit. It revealed that about 50% of students had a strong knowledge of basic disease prevention methods, while others had gaps in their knowledge.

The data reveals that while some students have some fundamental knowledge, the entire class requires further instructional guidance to ensure that all students understand and apply the knowledge regarding the prevention of diseases. The data guides instructional design by highlighting the need for reinforcement, discussion, and application of knowledge for students. ( See Appendix A)

4. Formative Assessment (lF)

Formative assessment methods:

– Activity 1: The teacher circulates around the room, eavesdropping on pairs’ conversation and scanning their written answers as they group together to think of prevention ideas. Students’ level of understanding can be demonstrated by their level of engagement in class conversation and strength of ideas expressed in written answers.

– Activity 2: Students view an instructive video and write down new ideas on prevention. Their level of understanding is gauged on the basis of the quality of their notes and the class discussion that ensues.

Student Self-Assessment

– In small groups, students will collaboratively develop a Public Service Announcement (PSA) that encourages disease prevention.

– Each group shows their PSA, after which the class votes on which one they want to use during morning announcements KTIP Lesson Plan Example.

– Students are encouraged to reflect on their own learning by stopping to think and writing down their understanding with a different colored pen.

(See Appendix B)

5. Resources (lD)

Instructional Resources:

Paper

Pencils

Scenario handouts

Smartboard

YouTube video on communicable disease prevention

Speaker system

Source Acknowledgment:

Professional consultation with health professionals

Educational video content from YouTube

6.Lesson Procedures (lE)

Opening of the Lesson

Review

– A brief true/false exercise on prevention strategies is done as a warm-up activity. Students then self-check in another colored pen as the teacher checks the answers and encourages group discussion.

– Real-world examples of situations like an illness outbreak in a school setting and health requirements in a workplace setting may be presented by the teacher.

Activity 1

Objectives

– The students will be able to analyze real-life situations to identify the most effective methods for preventing diseases.

Description:

Students are asked to read a scenario about flu prevention in the school setting. Students are then asked to think about the preventative measures that can be taken. This is done in pairs, where students write down the measures. Then, the class comes together as a whole.

Critical Vocabulary:

Communicable, Awareness, Strategy, Precaution

Differentiation – Extension:

· Research current public health issues and community impact.

· Design community health initiative promoting positive behaviors.

· Create advocacy message supporting healthy decision-making.

Differentiation – Remediation:

Teacher modeling, verbal instructions, support for the reader, and a scribe.

Assessment

Teacher observations and feedback during pair and group work.

Bloom’s Questions

• Why is preventing communicable disease essential for community health? (Level 4)

• How effective are your own habits in preventing illness? (Level 5)

Activity 2

Objective:

– The students will create their own Public Service Announcement to encourage disease prevention.

Description

– In pairs, the students write a PSA that educates other students about the prevention of disease transmission.

– A selected PSA is distributed school-wide.

Critical Vocabulary:

Public Service Announcement, Health Behaviors, Prevention, Responsibility

Differentiation – Extension:

• Evaluate community health programs and propose improvements.

• Choose creative format to demonstrate health understanding.

Differentiation – Remediation

Instructions, modeling examples, extra time, and the use of a scribe.

Assessment

– Completed PSAs and teacher observation.

Bloom’s Questions

• What is a Public Service Announcement? (Level 3)

• How can a PSA influence health behaviors in a school community? (Level 5)

Closing of the Lesson

· Connect prevention strategies to real-life health decisions

· Post-test measures learning growth (Marzano: tracking progress)

· Multiple intelligences: discussion, reflection, visual recall

· Address student questions using feedback and clarification

· Reflect on pacing, questioning strategies, and student engagement

Real-Life Connections

Students evaluate personal health habits.

Instruction emphasizes lifelong health responsibility.

Scenarios and PSAs connect learning to school and community settings.

Multiple Intelligences

Verbal/Linguistic- Discussions and PSA writing

Logical- Analyzing scenarios

Visual -Smartboard and video

Musical-Background music during independent work

Interpersonal-Partner collaboration

Intrapersonal- Self-reflection

Marzano’s Strategies

Setting objectives and feedback

Cooperative learning

Summarizing and note-taking

Generating and testing hypotheses

Nonlinguistic representations

Questioning strategies

References

Home of Bob. (2026). The National Health Education Standards . Homeofbob.com. https://www.homeofbob.com/standards/nationalHealthStandards19952004.htm

Kentucky Department of Education (2025). Kentucky academic standards health education june 2025. Kentucky Department of Education (.gov). https://www.education.ky.gov/curriculum/standards/kyacadstand/Documents/Kentucky_Academic_Standards_for_Health_Education_2025.pdf

LibreTexts. (2020, July 21). 9.2: National Health Education Standards . K12 LibreTexts. https://k12.libretexts.org/Bookshelves/Health_-_Skills_For_A_Healthy_Me/09%3A_Appendices/9.02%3A_Section_2-?utm

Shape America. (2024). New National Health Education Standards . Shapeamerica.org. https://www.shapeamerica.org/MemberPortal/standards/health/new-he-standards.aspx?utm

UT SouthWesternMedicalCenter. (2023). Be SMART about setting health-related goals | Aging | Diet and Nutrition | Prevention | UT Southwestern Medical Center . Utswmed.org. https://utswmed.org/medblog/smart-goals-health-wellness/ KTIP Lesson Plan Example

Appendices

Appendix A: Pre-Assessment Data Summary Table: Disease Prevention Knowledge

Student Group
Number of Students
Percentage of Class
Average Score (out of 10)
Strengths Identified
Gaps Identified

High Mastery
14
50%
8-10
Correctly identified;

handwashing,

healthy diet,

and exercise as prevention methods

– Limited explanation of why vaccines prevent disease

Moderate
10
33%
5-7
Recognized some prevention strategies
– Confusion about germ transmission and inconsistent hand hygiene

Low Mastery
4
17%
0-4
Minimal correct responses KTIP Lesson Plan Example
– Misconceptions about vaccines, nutrition, and disease spread

Class Total
28
100%
6.4 (mean)
Basic awareness of disease prevention exists
– Need for reinforcement, discussion, and real-life application

Appendix B: Public Service Announcement (PSA) Rubric: Disease Prevention

Criteria
4- Exceeds Expectations
3-Meets Expectations
2- Approaching Expectations
1-Needs Improvement

Accuracy of Content
-All information is accurate and clearly explains multiple disease prevention strategies like hygiene, vaccination, nutrition).
-Information is accurate and explains at least two disease prevention strategies KTIP Lesson Plan Example.
-Some information is accurate, but one or more prevention strategies are unclear or partially incorrect.
-Information is mostly inaccurate or shows little understanding of disease prevention.

Clarity of Message
-Message is exceptionally clear, focused, and easy to understand; strong call to action included.
-Message is clear and focused; includes a call to action.
-Message is somewhat unclear or unfocused; call to action is weak or missing.
-Message is confusing or lacks a clear purpose; no call to action.

Use of Persuasive Techniques
-Effectively uses persuasive language, tone, and visuals to motivate audience action.
-Uses persuasive language and tone appropriately.
-Limited use of persuasive techniques; message is more informational than persuasive.
– No persuasive techniques evident.

Creativity and Engagement
-PSA is highly creative, original, and engaging; captures and maintains audience attention.
-PSA is creative and engaging.
-PSA shows limited creativity or is only somewhat engaging.
-PSA lacks creativity and does not engage the audience.

Organization and Flow
-PSA is well-organized with a strong introduction, logical sequence, and effective conclusion.
-PSA is organized with a clear beginning, middle, and end.
-PSA shows some organization but ideas may be loosely connected.
-PSA is disorganized and difficult to follow.

Collaboration and Participation
-All group members contribute equally and demonstrate strong teamwork.
-Most group members contribute and work cooperatively.
-Uneven participation; some group members contribute minimally.
-Little evidence of collaboration; one or two members do most of the work.

Presentation Skills
Speakers are confident, clear, and expressive; strong eye contact and volume.
Speakers are clear and audible with appropriate expression.
Speakers are sometimes unclear or too quiet; limited eye contact.
– Speakers are difficult to hear or understand; little eye contact.

Accuracy of Content
– All information is accurate and clearly explains multiple disease prevention strategies (e.g., hygiene, vaccination, nutrition).
– Information is accurate and explains at least two disease prevention strategies.
– Some information is accurate, but one or more prevention strategies are unclear or partially incorrect.
– Information is mostly inaccurate or shows little understanding of disease prevention.

Clarity of Message KTIP Lesson Plan Example
-Message is exceptionally clear, focused, and easy to understand;

-Strong call to action included.
– Message is clear and focused; includes a call to action.
– Message is somewhat unclear or unfocused; call to action is weak or missing.
– Message is confusing or lacks a clear purpose; no call to action KTIP Lesson Plan Example.