Mental Illness - Example Lesson Plan

If you're interested in a) what I'm teaching or b) the template we have to use to create LPs, here's what today's looks like.

Here's to hoping it goes a lot better than yesterday!

Subject	Introduction to Mental Illness
Date	July 18 / Week 5 / Day 3
Lesson Objectives	Students will be able to: Think critically to make connections between evidence/experience and logical explanations
Lesson Procedure	Do Now (3-4 minutes): - Students complete “Find the mistakes” worksheet, listing errors in lab behavior http://science.education.nih.gov/supplements/nih5/Mental/guide/nih_mental_masters.pdf Hook: In a quiet, focused moment, I will pop a balloon in the back of the room to elicit surprise, apprehension, startle responses for the students. Direct Instruction (15 minutes): - Students give responses to the balloon-pop and they are written on the board (Daily Scribe). - We will try to determine categories for the words to fall into (Behaviors/Actions, Emotions/Feelings, or Thoughts). I can propose words if necessary – “did anyone jump at the sound?” - Behaviors: jump, scream, yell, laugh - Feelings: scared, nervous, anxious, afraid - Thoughts: curious, wondered, concentrated - What regulates all these responses – actions, emotions, and thoughts? [the brain!] - Determining short-term and long-term effects: “Consider your feelings now; are you still scared or jumpy or nervous?” [no… we feel fine now] - What sort of things could result in long-term changes in the brain? [learning, drugs, mental illness] - Define mental illness: A mental illness if a health condition that changes a person’s thinking, feeling, or behavior (or all three) and that causes the person distress and difficulty in functioning Guided Practice (10 minutes) - Mental Illness worksheet, with partner http://science.education.nih.gov/supplements/nih5/Mental/guide/nih_mental_masters.pdf Independent Practice (7 minutes) / Homework * Put last night’s homework and put it on your desk; I will collect it * Write 7 questions you would ask a patient with a mental illness to learn more about their condition (possibly, we could have a short skit about these to present at ASM?) Closing (3 minutes) - Exit ticket: summarize the main ideas of this lesson to turn in (PUT YOUR NAME ON IT!)