ELLINGTON (Health) Lesson Plan

Health Units 1-4

Teacher: COACH ELLINGTON

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W 1 & 2/W 3 & 4/W 5 & 6/W 7 & 8/ W 9

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Grade: 6/7/8 -D1, D2 & 9W

6G ESSENTIAL QUESTIONS:

*Why are rules and procedures necessary in during fitness activities and competitive sports?
*What are the barriers and benefits of cardiovascular activities?
*How can exercises that promote muscular strength help you in functional fitness activities?
*How can exercises that promote muscular endurance help you in functional fitness activities?
*How can exercises in flexibility help you to avoid injuries?
*How does participating in team sports and/or competitive sports encourage social growth?
*How does participating in individual fitness activities encourage wellness and mindfulness?
*Why is overall wellness critical to growth?
*How can using the H.E.L.P. formula help us make decisions?
*How can using the F.I.I.T. principle in training assist us in achieving muscular strength and cardiovascular endurance?
*How does disease affect our physical, social,, and emotional wellbeing?
*What role does government play in decisions regarding our health?
*What role does the W.H.O. organization and N.I.H. play in health decisions in the United States and world countries?
*How does our knowledge of nutrition influence our overall health?
*How does knowledge of a variety of fitness activities influence our physical health? / 7G ESSENTIAL QUESTIONS:
*Why are rules and procedures necessary in during fitness activities and competitive sports?
*What are the barriers and benefits of cardiovascular activities?
*How can exercises that promote muscular strength help you in functional fitness activities?
*How can exercises that promote muscular endurance help you in functional fitness activities?
*How can exercises in flexibility help you to avoid injuries?
*How does participating in team sports and/or competitive sports encourage social growth?
*How does participating in individual fitness activities encourage wellness and mindfulness?
*Why is overall wellness critical to growth?
*How can using the H.E.L.P. formula help us make decisions?
*How can using the F.I.I.T. principle in training assist us in achieving muscular strength and cardiovascular endurance?
*How does disease affect our physical, social,, and emotional wellbeing?
*What role does government play in decisions regarding our health?
*What role does the W.H.O. organization and N.I.H. play in health decisions in the United States and world countries?
*How does our knowledge of nutrition influence our overall health?
*How does knowledge of a variety of fitness activities influence our physical health? / 8G ESSENTIAL QUESTIONS:
*Why are rules and procedures necessary in during fitness activities and competitive sports?
*What are the barriers and benefits of cardiovascular activities?
*How can exercises that promote muscular strength help you in functional fitness activities?
*How can exercises that promote muscular endurance help you in functional fitness activities?
*How can exercises in flexibility help you to avoid injuries?
*How does participating in team sports and/or competitive sports encourage social growth?
*How does participating in individual fitness activities encourage wellness and mindfulness?
*Why is overall wellness critical to growth?
*How can using the H.E.L.P. formula help us make decisions?
*How can using the F.I.I.T. principle in training assist us in achieving muscular strength and cardiovascular endurance?
*How does disease affect our physical, social,, and emotional wellbeing?
*What role does government play in decisions regarding our health?
*What role does the W.H.O. organization and N.I.H. play in health decisions in the United States and world countries?
*How does our knowledge of nutrition influence our overall health?
*How does knowledge of a variety of fitness activities influence our physical health?
CONTENT GOAL:
*Review and reinforce rules and procedures necessary for success for all participants.
*Review and practice a variety of physical movements that enhance our cardiovascular, muscular strength, muscular endurance, and flexibility for functional fitness.
*Examine aspects of daily living that may hurt or enhance social growth.
*Examine aspects of daily living that may hurt or enhance emotional growth.
*Examine aspects of daily living that may hurt or enhance physical fitness. / LITERACY GOAL:
*To acquire a knowledge base that allows for clear verbal expression.
*To be able to link goals to progress then to achievement then to maintenance in nutrition habits and physical activities through utilization of a variety of methods and training.
*To be able to express in writing a plan of action that offers concise steps one may take to enhance fitness.
*To be able to express in writing a plan of action that offers concise steps one may take to enhance nutrition.
* To be able to identify reliable sources offered on the internet versus those that have not been proven through reliable research.
*To be able to identify certain behaviors that act as barriers to longevity and overall fitness.
*To be able to identify behaviors that may harm social and/or emotional health. / CONTENT GOAL:
*Review and reinforce rules and procedures necessary for success for all participants.
*Review and practice a variety of physical movements that enhance our cardiovascular, muscular strength, muscular endurance, and flexibility for functional fitness.
*Examine aspects of daily living that may hurt or enhance social growth.
*Examine aspects of daily living that may hurt or enhance emotional growth.
*Examine aspects of daily living that may hurt or enhance physical fitness. / LITERACY GOAL:
*To acquire a knowledge base that allows for clear verbal expression.
*To be able to link goals to progress then to achievement then to maintenance in nutrition habits and physical activities through utilization of a variety of methods and training.
*To be able to express in writing a plan of action that offers concise steps one may take to enhance fitness.
*To be able to express in writing a plan of action that offers concise steps one may take to enhance nutrition.
* To be able to identify reliable sources offered on the internet versus those that have not been proven through reliable research.
*To be able to identify certain behaviors that act as barriers to longevity and overall fitness.
*To be able to identify behaviors that may harm social and/or emotional health. / CONTENT GOAL:
*Review and reinforce rules and procedures necessary for success for all participants.
*Review and practice a variety of physical movements that enhance our cardiovascular, muscular strength, muscular endurance, and flexibility for functional fitness.
*Examine aspects of daily living that may hurt or enhance social growth.
*Examine aspects of daily living that may hurt or enhance emotional growth.
*Examine aspects of daily living that may hurt or enhance physical fitness. / LITERACY GOAL:
*To acquire a knowledge base that allows for clear verbal expression.
*To be able to link goals to progress then to achievement then to maintenance in nutrition habits and physical activities through utilization of a variety of methods and training.
*To be able to express in writing a plan of action that offers concise steps one may take to enhance fitness.
*To be able to express in writing a plan of action that offers concise steps one may take to enhance nutrition.
* To be able to identify reliable sources offered on the internet versus those that have not been proven through reliable research.
*To be able to identify certain behaviors that act as barriers to longevity and overall fitness.
*To be able to identify behaviors that may harm social and/or emotional health.
Assignments :
Health class:
*Weekly chapter readings, current electronic content and critical thinking reviews are introduced to generate weekly course assessments.
Health class: STUDENT SELF GOALS PRESENTATIONS
(ALL ABOUT ME PROJECTS)
*“Students will conduct independent research discoveries of their own personal interest. The search and discovery assignments are from the AA1-12 LONG TERM life goals plan. They are required to utilize the TMS R.A.C.E constructed response strategy to answer the primary constructed response questions of each project.
DIFFERENTIATED INSTRUCTION
A.  Students will write down guideline questions and conduct individualized independent research responses to receive a passing score on the presentation.
B.  Student may present the report in Written or Electronic format.
C.  Special with special needs will be given printed copy of assignment and will be given extra time to complete project during class time.
Project Rubric
4 category grading scale
1-4 Presentation/Written/Visual
1-4 Content
1-4 Delivery/Communication
1-4 Correct Response / Assignments :
Health class:
*Weekly chapter readings, current electronic content and critical thinking reviews are introduced to generate weekly course assessments.
Health class: STUDENT SELF GOALS PRESENTATIONS
(ALL ABOUT ME PROJECTS)
*“Students will conduct independent research discoveries of their own personal interest. The search and discovery assignments are from the AA1-12 LONG TERM life goals plan. They are required to utilize the TMS R.A.C.E constructed response strategy to answer the primary constructed response questions of each project.
DIFFERENTIATED INSTRUCTION
A.  Students will write down guideline questions and conduct individualized independent research responses to receive a passing score on the presentation.
B.  Student may present the report in Written or Electronic format.
C.  Special with special needs will be given printed copy of assignment and will be given extra time to complete project during class time.
Project Rubric
4 category grading scale
1-4 Presentation/Written/Visual
1-4 Content
1-4 Delivery/Communication
1-4 Correct Response / Assignments :
Health class:
*Weekly chapter readings, current electronic content and critical thinking reviews are introduced to generate weekly course assessments.
Health class: STUDENT SELF GOALS PRESENTATIONS
(ALL ABOUT ME PROJECTS)
*“Students will conduct independent research discoveries of their own personal interest. The search and discovery assignments are from the AA1-12 LONG TERM life goals plan. They are required to utilize the TMS R.A.C.E constructed response strategy to answer the primary constructed response questions of each project.
DIFFERENTIATED INSTRUCTION
A.  Students will write down guideline questions and conduct individualized independent research responses to receive a passing score on the presentation.
B.  Student may present the report in Written or Electronic format.
C.  Special with special needs will be given printed copy of assignment and will be given extra time to complete project during class time.
Project Rubric
4 category grading scale
1-4 Presentation/Written/Visual
1-4 Content
1-4 Delivery/Communication
1-4 Correct Response
PROCESSING/APPLICATION:
Health:
Mondays – Introduction of weekly chapter and electronic content and student communication comprehension reviews.
Tuesdays – Continuation and conclusion of weekly chapter, electronic content presentment and further student comprehension. Overview and presentment of chapter assessment.
Wednesdays – Continued Overview and presentment of chapter content and assessment
Thursdays – FIT 101 introductions of muscular conditioning & development.
Fridays – KILOMETER KIDS/TIGER FRIDAY Introduction of cardiovascular/ physical conditioning development.
HOMEWORK: *Homework is individually based on one’s ability or lack of ability to complete assignments and performance based assignments during the prescribed class time allotted.
*All student portfolio items in Health class are expected to be completed in student folders by the progress report posting periods. / PROCESSING/APPLICATION:
Health:
Mondays – Introduction of weekly chapter and electronic content and student communication comprehension reviews.
Tuesdays – Continuation and conclusion of weekly chapter, electronic content presentment and further student comprehension. Overview and presentment of chapter assessment.
Wednesdays – Continued Overview and presentment of chapter content and assessment
Thursdays – FIT 101 introductions of muscular conditioning & development.
Fridays – KILOMETER KIDS/TIGER FRIDAY Introduction of cardiovascular/ physical conditioning development
HOMEWORK: *Homework is individually based on one’s ability or lack of ability to complete assignments and performance based assignments during the prescribed class time allotted.
*All student portfolio items in Health class are expected to be completed in student folders by the progress report posting periods. / PROCESSING/APPLICATION:
Health:
Mondays – Introduction of weekly chapter and electronic content and student communication comprehension reviews.
Tuesdays – Continuation and conclusion of weekly chapter, electronic content presentment and further student comprehension. Overview and presentment of chapter assessment.
Wednesdays – Continued Overview and presentment of chapter content and assessment
Thursdays – FIT 101 introductions of muscular conditioning & development.
Fridays – KILOMETER KIDS/TIGER FRIDAY Introduction of cardiovascular/ physical conditioning development
HOMEWORK: *Homework is individually based on one’s ability or lack of ability to complete assignments and performance based assignments during the prescribed class time allotted.
*All student portfolio items in Health class are expected to be completed in student folders by the progress report posting periods.
6g /

CCGPS:

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 2: Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.

Standard 3: Students will demonstrate the ability to access valid information and products and services.

Standard 4: Students will demonstrate the ability to use interpersonal communications skills to enhance health an avoid or reduce health risk.

Standard 5: Students will demonstrate the ability to use and decision making skills to enhance health.

Standard 6: Students will demonstrate the ability to use goal setting skills to enhance health.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors to avoid or reduce health risk. Standard 8: Students will demonstrate the ability to advocate for personal, family and community health.

/ 7g /

CCGPS:

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 2: Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors.

Standard 3: Students will demonstrate the ability to access valid information and products and services.

Standard 4: Students will demonstrate the ability to use interpersonal communications skills to enhance health an avoid or reduce health risk.

Standard 5: Students will demonstrate the ability to use and decision making skills to enhance health.

Standard 6: Students will demonstrate the ability to use goal setting skills to enhance health.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors to avoid or reduce health risk.

Standard 8: Students will demonstrate the ability to advocate for personal, family and community health.

/ 8g /

CCGPS:

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.