Mrs. McCole'sLesson Plans10/13/08 are listed at the end of my lesson plans |
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Health |
Nutrition
and Foods |
Child
Development |
Physical Education |
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Finish
the drug unit with a video Dying High in the ER Discussion and questions to
follow. |
Students will fill out worksheets for the food lab
on Tuesday and Wednesday. Students will see a video on the dangers of
anorexia |
Students will go to the
computer lab to finish up their worksheets on the regulations to open a
daycare in Students will return to the
classroom at 8:35 to practice Me Too Puppet show for tomorrow at |
Michigan PE benchmarks
13.1,13.2 and 5.1 Students will start their
jump rope unit. We will go over each of the jump roping skills |
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Questions
pp 598 Drugs Using
Health Terms 1-13 Recalling
the Facts 1-15 |
Peanut
Butter Cookies in food lab |
Me Too Puppet shows at Electronics is the career |
We will finish going over
our jump roping skills and students will start to practice their jump roping
skills. |
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Read and outline Resolving
Conflict and Preventing Violence pp 314-335 Assessment over notes on
Chapter 14 on Thursday |
Peanut Butter Cookies in
food lab |
Students
will work on their individual day care projects |
Practice
jump roping skills |
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Note
assessment Objective
Students will learn that conflict is a normal part of life Lecture
pp 316 The
Nature of Conflict Pp
320 Conflict Resolution Skills |
Objective Students will
learn the relationship between stress and nutrition We read out loud and
discuss Chapter 12 Health Challenges pp 173-180 Students will get questions
to do over the chapter for Friday. |
Students
will work on their individual day care projects |
Practice
jump roping skills |
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Objective
Students will learn that teens are increasingly the people who commit violent
crimes as well as the victims of the crimes. Lecture
pp 324 Strategies
for Avoiding Violence Pp
330 Preventing Violence |
Collect questions from
Chapter 12 Objective: Students will
compare safe and unsafe kitchen work habits. We read and discuss Chapter
21 Preventing Kitchen Accidents pp 297-303 |
Students will present their day care projects to the
class along with their regulation paper |
Practice jump roping skills |
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STRAND 1: NUTRITIONAND PHYSICAL ACTIVITY Standard 1: Core Concepts 1.1 Distinguish
between unhealthy and healthy ways to manage weight. Standard 2: Access Information 1.2 Locate
resources in one’s community and on the Internet for nutrition information, nutrition services, and help with
weight management or unhealthy eating patterns; and assess the
validity Of the resources. Standard 3: Health Behaviors 1.3 Demonstrate
the ability to use information on food labels to choose nutrient-dense foods and beverages, and to avoid or
limit foods and beverages that are low in nutrients or may impact health conditions. 1.4 Prepare
meal plans according to the federal dietary guidelines. Standard 5: Goal Setting 1.5 Assess
one’s personal nutrition needs and level of physical activity according to the federal dietary guidelines. 1.6 Assess
one’s personal preferences regarding healthy eating and physical activity. 1.7 Assess
personal barriers to healthy eating and physical activity, and develop practical solutions to remove these barriers. 1.8 Develop
a personal plan for improving one’s nutrition, incorporating physical activity into daily routines, and maintaining a
healthy weight. Standard 6: Decision Making 1.9 Predict
the health benefits of eating healthy and being physically active; and the potential health consequences of not doing so. Standard 8: Advocacy 1.10 Advocate
for nutritional food choices and physical activity at school. CREDIT GUIDELINES FOR HEALTH EDUCATION OTHER DRUGS Standard 1: Core Concepts 2.1 Describe
the short-term and long-term health consequences of alcohol, tobacco, and other drug use. 2.2 Clarify
myths regarding the scope of alcohol, tobacco, and other drug use among adolescents. Standard 2: Access Information 2.3 Locate
resources in one’s community and on the Internet for information and services regarding alcohol and tobacco use prevention and cessation; and assess the validity of these resources. 2.4 Apply
strategies to access and get help for self or others. Standard 3: Health Behaviors 2.5 Demonstrate
skills to avoid tobacco exposure and avoid or resist using alcohol, tobacco, and other drugs. Standard 4: Influences 2.6 Describe
financial, political, social, and legal influences regarding alcohol, tobacco, and other drugs. 2.7 Analyze
internal and external pressures to use alcohol, tobacco, and other drugs. v.1.07 MICHIGAN 8
MERIT CURRICULUM CREDIT GUIDELINES Standard 6: Decision Making 2.8 Apply
decision-making and problem-solving steps to hypothetical problems related to alcohol, tobacco, and other drug use. Standard 7: Social Skills 2.9 Demonstrate
ways to support others who want to stop using alcohol or tobacco. Standard 8: Advocacy 2.10 Advocate
for ways schools and communities can promote a tobacco-free environment. 2.11 Present
a persuasive solution to the problem of alcohol, tobacco, and other drug use among youth. Standard 1: Core Concepts 3.1 Explain
the effects of violence on individuals, families, communities, and our nation. 3.2 Describe
the characteristics of situations which are dangerous, and those that must be reported to the authorities. 3.3 Define
and describe bullying, sexual violence, and sexual harassment, and their effects on individuals and communities. 3.4 Describe
the sexual harassment. Standard 2: Access Information 3.5 Locate
resources in one’s community and on the Internet for information and services regarding harassment, violence, and abusive relationships; and assess the validity of these
resources. 3.6 Apply
strategies to access and get help for self or others. GUIDELINES FOR HEALTH EDUCATION (CONT.) Standard 3: Health Behaviors 3.7 Apply strategies to avoid and
report dangerous situations, including conflicts involving weapons and gangs. 3.8 Demonstrate strategies to stay
safe in a violent situation. 3.9 Apply skills and strategies for
avoiding and dealing with sexual harassment and exploitation, including when using the
Internet. 3.10 Assess characteristics of
hypothetical relationships for warning signs of harm or abuse. Standard 4: Influences 3.11 Analyze social pressures to refrain
from telling on others or reporting dangerous situations. 3.12 Analyze the role of friends and
peers in the escalation of conflicts and the promotion of violence. Standard 7: Social Skills 3.13 Demonstrate the ability to use
conflict resolution skills. v.1.07 MICHIGAN
MERIT CURRICULUM CREDIT GUIDELINES STRAND 4: SOCIAL AND EMOTIONAL HEALTH (Note: Teaching these standards is central to the
implementation of an effective Positive Behavior Support system.) Standard 1: Core Concepts 4.1 Identify the characteristics of
positive relationships, and analyze their impact on personal, family, and community health. 4.2 Describe the warning signs, risk
factors, and protective factors for depression and suicide. Standard 2: Access Information 4.3 Locate resources in one’s
community and on the Internet for information and services regarding depression and suicide prevention; and analyze the validity of these resources. 4.4 Demonstrate how to seek help for
self or others when suicide may be a risk. Standard 3: Health Behaviors 4.5 Demonstrate the ability to
express emotions constructively, including use of anger management skills. Standard 5: Goal Setting 4.6 Develop short-term and long-term
personal goals and aspirations. Standard 6: Decision Making 4.7 Apply decision-making and
problem-solving steps to generate alternative solutions regarding social situations that could
place one’s health or safety at risk. 4.8 Predict the potential short- and
long-term effects of each alternative on self and others, and defend the healthy
choice(s). Standard 7: Social Skills 4.9 Demonstrate the ability to apply
listening and assertive communication skills in situations that may involve parents, family members, other trusted adults, peers, boyfriends/ girlfriends, and health professionals. 4.10 Demonstrate how to respond
constructively to the anger of others. 10 GUIDELINES FOR HEALTH EDUCATION (CONT.) . STRAND 5: PERSONAL HEALTH AND WELLNESS Standard 1: Core Concepts 5.1 Describe
how common infectious diseases are transmitted. 5.2 Explain
the importance of regular health screenings or exams. 5.3 Analyze
the importance of rest and sleep for personal health. Standard 2: Access Information 5.4 Demonstrate
the ability to access valid information and resources in one’s community and on the Internet related to
personal health issues and concerns. 5.5 Demonstrate
the ability to access accurate information about personal health products. Standard 3: Health Behaviors 5.6 Describe
health practices that can prevent the spread of illness. 5.7 Apply
knowledge about symptoms of illness to determine whether medical care is required. 5.8 Describe
personal strategies for minimizing potential harm from exposure to the sun. v.1.07 MICHIGAN
MERIT CURRICULUM CREDIT GUIDELINES Standard 4: Influences 5.9 Analyze
the social influences that encourage or discourage a person to practice sun safety. Standard 5: Goal Setting 5.10 Assess
personal rest and sleep practices and create a personal plan to incorporate rest and sleep in daily routines. . STRAND 6: HIV AND OTHER STIs PREVENTION Note: Course content should be reviewed to
determine whether it is consistent with the district’s board
policies and approved curriculum. State law requires that, before adopting any
revisions to the approved HIV curriculum, the local school board shall
hold public hearings on the revision. For the specific language of the
law, see Section 380.1169 of the Standard 1: Core Concepts 6.1 Analyze
the rates of sexually transmitted infections (STIs) among teens. 6.2 Summarize
the symptoms, modes of transmission, consequences, and methods to prevent HIV and other STIs, and conclude that abstinence is the most effective way to avoid HIV or other
STIs. 6.3 Summarize
the criteria for who should be tested and the advantages of early diagnosis and treatment of HIV and other
STIs. 12 GUIDELINES FOR HEALTH EDUCATION (CONT.) Standard 2: Access Information 6.4 Identify
services and trustworthy adults that provide health information and testing regarding HIV and other STIs, analyze the validity of such resources, and describe how to access valid services. Standard 3: Health Behaviors 6.5 Analyze
common behaviors and situations to eliminate or reduce risks related to HIV and other STIs. 6.6 Evaluate
one’s personal perception of risk for HIV and other STIs. Standard 7: Social Skills 6.7 Demonstrate
communication, negotiation, and refusal skills to protect oneself from situations that could transmit HIV or other STIs. STRAND 7: SEXUALITY EDUCATION Note: State law makes whether to offer sexuality
education a local district decision. Course content must be
reviewed by the district’s Sex Education Advisory Board to determine whether
it is consistent with the district’s board policies and approved
sexuality education curriculum. If the district chooses to offer sexuality
education, certain content must be included in an age-appropriate fashion in the
K-12 instructional program. This content is integrated into these
guidelines. For the specific language of the law, see Sections 380.1507, 380.1507a,
and 380.1507b of the Standard 1: Core Concepts 7.1 Summarize
and explain laws related to the sexual behavior of young people. 7.2 Compare
and contrast the pros and cons of methods used for pregnancy and disease prevention, including abstinence and use of contraception. 7.3 Describe
routine medical screening and examinations for maintaining reproductive health, and medical tests for
pregnancy, HIV, and other STIs: who should be tested, the procedures
used, and the importance of early detection and care. v.1.07 MICHIGAN
MERIT CURRICULUM CREDIT GUIDELINES Standard 2: Access Information 7.4 Identify
resources that provide information, counseling, and testing related to relationships, sexual violence, pregnancy, and contraception, including options for teens who are unable to care for a baby; analyze the validity of these resources;
and describe how to access valid resources. Standard 3: Health Behaviors 7.5 Apply
strategies, including refusal and assertiveness skills to avoid, manage, and escape situations that are high risk for pregnancy, HIV, and other STIs. Standard 4: Influences 7.6 Explain
how stereotypes, norms, peer influence, alcohol and other drug use, media, and personal responsibility can impact sexual decision making and the consequences of such decisions. 7.7 Evaluate
the physical, social, emotional, legal, and economic impacts of teen pregnancy, teen parenting, HIV infection, or other STIs on personal lifestyle, goal achievement, friends,
and family members. Standard 5: Goal Setting 7.8 Develop
personal goals and a specific plan for using the best contraceptive or disease-prevention method, including abstinence, for individual circumstances. Standard 6: Decision Making 7.9 Apply
decision-making skills to avoid situations that are high risk for pregnancy, HIV, and other STIs. Standard 7: Social Skills 7.10 Demonstrate
the ability to establish positive relationships, communicate caring and love without sexual intercourse, and communicate personal, sexual limits and values to a girlfriend Or boyfriend.
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