7th Grade Health

Teacher:  SNOW

Course/ Subject: s    Health 6th , 7th, 8th grade

Date of Instruction:  August 20th

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3, 4, 5, 8, 10

Day 1

• Students will learn about Classroom behaviors and Procedures.
• Students will take a Pre-Test to Determine depth of Knowledge.

Learning Target:

Students will be able to understand the Class rules and Procedures

Test. students will understand the Subject being taught.

Success Criteria:

All Students will Understand the Class Rules and Behaviors.

All students will learn what subjects are taught in Health.

Introduction/Connection: 

Assigned seating and attendance.

DIRECT INSTRUCTION:

Verbal Communication and Class rules Handout.

Verbal communication, Smart Board Use, and Pre test Handout.

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7, 8, 10

GUIDED PRACTICE:  

Students will learn the Class rules and Procedures while teacher is explaining the information. 

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding.

TKES  1, 2, 3, 4, 5, 6, 7, 8

SUMMARIZE/CHECK FOR UNDERSTANDING:

We check to see if all students have attained the Classroom rules and Procedures

We check if all students understand what is being tight in Health.

Assignment(s)

Rules andBehavior Handout.

Pre test for each Grade (6th,7th,8th)

Teacher: Snow

Course/ Subject: s    Drugs and Alcohol 6th, 7th. 8th, grade  

ALCOHOL!!!

Date of Instruction:  August 20th

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3, 4, 5, 8, 10

HE6.2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. E. Give examples of current media messages and determine how the messages influence alcohol, tobacco, and other drug use.

HE7.7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risk.  HE7.2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. 7.1b Give examples of possible dangers associated with the use of alcohol and other drug use.

HE8.2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. 8.2 h  Demonstrate how personal values and beliefs can encourage abstinence from risky behaviors (e.g., bullying, tobacco use, alcohol or other drug use).

Learning Target:

Students will learn the Effects of Alcohol and Drugs

Students will learn the dangers of Drugs and Alcohol.

Students will learn how to avoid drugs and Alcohol.

Success Criteria:

Students will know and learn the effects of drugs and Alcohol on the body and Mind.

Students will know and learn how to say no and avoid drugs and Alcohol.

Students can comprehend what is a bad or good drug.

Students will know what alcohol does to the body. Long and short term.

Introduction/Connection: 

Read selection on Drugs and Alcohol. Answer questions.

Watched Video on ALCOHOL. Truth about Drugs.

DIRECT INSTRUCTION:

Question and answer session. Review Answers on Alcohol.

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7, 8, 10

GUIDED PRACTICE:  

Ask Questions and elaborate in detail about Alcohol.

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

Students will work on class work as well as take notes on ALCOHOL Knowledge.

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding.

TKES  1, 2, 3, 4, 5, 6, 7, 8

SUMMARIZE/CHECK FOR UNDERSTANDING:

Discussion session and revisit what they have learned on Alcohol.

Assignment(s)

Teacher: Snow

Course/ Subject: s   Activity Health Heart Rate and Exercisie

Date of Instruction:  Daily Lesson

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3, 4, 5, 8, 10

HE6.1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Description: Students will acquire basic personal health concepts that help maintain healthy behaviors and prevent disease. Sixth grade students will identify actions and behaviors to prevent injuries, diseases, and disorders.

HE7.1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Description: Students will acquire basic personal health concepts that help maintain healthy behaviors and prevent disease. Seventh grade students will describe patterns of healthy behaviors to prevent or reduce their risk of injury and /or illness throughout their lifespan.

HE8.1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Description: Students will acquire basic personal health concepts that help maintain healthy behaviors and prevent disease. Eighth grade students will describe patterns of healthy behaviors to prevent or reduce the risk of injury and/or illness throughout their lifespan. Students will examine the interrelationships of emotional, physical, social, and intellectual health and how each aspect of health can be impacted by their surroundings.

Learning Target:

Learn to take pulse

Learn how to calculate resting Heart rate and exercise rate.

Learn why fitness is important to the Health triangle.

Success Criteria:

Be able to take pulse and understand what the heart rate ranges mean.

Introduction/Connection: 

Sheet for recording Heart ranges.

Explain the chart.

DIRECT INSTRUCTION:

Heart rate ranges.

Reflecting on why Fitness is good for your overall Wellness

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7, 8, 10

GUIDED PRACTICE:  

Play a simulated Sport with Movement and record Heart ranges.

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

Following instructions and understand effort is just as important as skill.

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding.

TKES  1, 2, 3, 4, 5, 6, 7, 8

Re check Heart Rate for Activity beats.

Assignment(s)