Behavioral objectivs
ned.kh
objective_writing_fixes.pptxObjective Writing
The Good, the bad, & the ugly
What’s missing? Please rewrite these objectives (if needed)
The student’s watch a movie then will make a flyer, drawing their view of alcohol and other drugs.
After compiling statistics, students will make a bar graph giving the number of deaths in Kentucky from 2010 to 2014 from alcohol and drug related accidents.
Students will be able to make a poster of the symbols they think are related to alcohol and explain why they think it symbolizes it.
Students will state and explain 5 ways they are pressured with alcohol and or drugs. (e.g., home, school, etc…)
After lecturing for 20 minutes and questioning the students about different drugs, they will state 2 different drugs and state: #1 - the side effects from the drugs #2 - % of deaths in the past year from each drug #3 - which sex is the drug most used by.
Students will get into groups of 5 students each and then they will be given a scenario to a real life situation dealing with the misuse of drugs and or alcohol, then they will act out the scenario.
What’s missing? Please rewrite these objectives (if needed)
Given the ingredients of 5 recipes, students will identify the 2 healthiest by standard of the food pyramid.
Given a list of ten items, students will be able to categorize them into fats, oils, and sweets, meat, poultry, and beans, milk, yogurt, and cheese, fruits, vegetables, or grains.
After watching the preparation of a processed chicken nugget and a white meat chicken strip breaded and prepared, students will be able to recognize and explain the benefits of natural rather than processed foods.
Students will be able to comprehend that calories provide energy, by sampling different substances, finding their caloric value, and then exerting the energy necessary to burn that number of calories. (i.e. one starburst candy contains 20 calories, which can be burned in about 20 jumping jacks).
After given facts about different food groups, the student will be able to make a total of eight healthy food selections and be able to classify them into categories on a quiz for breakfast, lunch, dinner or snack.
What’s missing? Please rewrite these objectives (if needed)
At the conclusion of my course the students should be able to:
Describe sex research that has been performed
Understand the basic principles of sexuality and communication
Explain the psychosocial influences on sexual decision-making, and how they impact specific sexual relationships. (explain implies a verbal or written response of behavior – this is good)
Describe the process of conception, gestation, labor and delivery, demonstrating knowledge of the physical, emotional and consumer-related aspects of pregnancy.
Select an effective method of contraception based on a sound knowledge of individual methods.
What’s missing? Please rewrite these objectives (if needed)
Following a two hour lecture, fourth grade students will accurately identify harmful effects tobacco poses on health and write at least two consequences of smoking on the weekly quiz.
Through interactive learning activities, fifth grade students will list at least five diseases associated with tobacco use and explain how each contributes to their health.
After a thirty minute lecture on tobacco use, sixth grade students will develop a brochure describing three ways tobacco advertising impacts decisions to start smoking.
After been given a list of scenarios, each group of students will choose one scenario to enact.
After listening to five pieces of music, the students will write on paper, one emotion or imagery each piece evokes.
After viewing slide show presentation, students will create a pamphlet identifying five signs and symptoms of depression.
