Students will take a student assessment to evaluate their knowledge related to the Muscular System

-Students will be provided time to review & clarify any question about the Muscular Unit
-They may also review/quiz each other with a partner.
-Students will take the Muscular System Unit Test
-When the student has completed the test they may read their AR book

Contractility
Conductivity
Extensibility
Excitability
Cardiac Muscle
Skeletal Muscle
Smooth Muscle
Tendon
Thermo-genesis
Motion
Stabilization
Volume Regulation
Functions of Muscles
Characteristics of Muscles
Contraction & Response
Oxygen Debt
Prime Mover
Antagonist
Synergist
Insertion Point
Origin Point
Problems of the Muscular System
Muscular System Maintenance & Care 

Muscular System Unit Test

Explain how muscles work in pairs for movement to occur and provide examples, Classify the three different types of muscle tissue (smooth, cardiac, skeletal) and differentiate between voluntary and involuntary muscle movement

Objective 1: By the end of the class period, students will understand the 2 basic sections of the nervous system Objective 2: By the end of the class period, students will have acquired a general overview of the nervous system.

Students will engage in the "Guided Note" exercise that will be facilitated by the teacher.

After each section of "Guided Notes," students will be divided into groups to process and analyze the information, the teacher will ask questions to elicit responses to check for understanding, comprehension, and clarity of the concepts/information being presented in class.

 

Topic Sections

Central Nervous System

Central Nervous System
Peripheral Nervous System
Brain Stem
Spinal Cord
Cranial Nerves
Peripheral Nerves

*Describe how healthy lifestyle choices (e.g., exercise, diet, sleep) affect the functioning of the central nervous system and peripheral nervous system (e.g., exercise increases, stress relief, mental alertness)

Objective 1: By the end of the class period students will understand the 2 basic sections of the nervous system   Objective 2: By the end of the class period students will have acquired a general overview of the nervous system.

Students will watch nervous system video and complete vocab sheet

Students will engage in the "Guided Note" exercise that will be facilitated by the teacher.

After each section of "Guided Notes," students will be divided into groups to process and analyze the information, the teacher will ask questions to elicit responses to check for understanding, comprehension, and clarity of the concepts/information being presented in class.

 

Topic Sections

Central Nervous System

*Describe how healthy lifestyle choices (e.g., exercise, diet, sleep) affect the functioning of the central nervous system and peripheral nervous system (e.g., exercise increases, stress relief, mental alertness)

Objective 1: By the end of the class period, students will be able to comprehend and explain the peripheral nervous system Objective 2: By the end of the class period, students will be able to explain the process of Peripheral Nervous System Response to a stimulus

Activities
Students will engage in the "Guided Note" exercise that will be facilitated by the teacher.

After each section of "Guided Notes," students will be divided into groups to process and analyze the information, the teacher will ask questions to elicit responses to check for understanding, comprehension, and clarity of the concepts/information being presented in class.

Topic Sections

Peripheral Nervous System

*Describe how healthy lifestyle choices (e.g., exercise, diet, sleep) affect the functioning of the central nervous system and peripheral nervous system (e.g., exercise increases, stress relief, mental alertness)

Objective 1: Students will revisit and review the concepts and information from the Nervous System Unit   Objective 2: Students will take a review quiz 

Activities

The teacher will review the unit content.

Students will take a review quiz to access problem areas from the unit.

Students will be divided into groups. They will create a song, story, or skit that illustrates the 5 steps to an Arc Reflex, students should integrate as much of the unit information into the presentation as they can. After creating the song, story or skit they will present it to class, upon completion of the presentation they will explain how they applied the concepts to the song, story or skit.

Topic Sections
 Peripheral Nervous System Response

Prepare for the Nervous System Unit Test

*Describe how healthy lifestyle choices (e.g., exercise, diet, sleep) affect the functioning of the central nervous system and peripheral nervous system (e.g., exercise increases, stress relief, mental alertness)

Objective 1: Students will assess their knowledge for the content area of the Nervous System

Activities
Students will present their group project and then explain the concepts

Review unit content.

Take Nervous System Assessment

Nervous System Unit Test

*Describe how healthy lifestyle choices (e.g., exercise, diet, sleep) affect the functioning of the central nervous system and peripheral nervous system (e.g., exercise increases, stress relief, mental alertness)

Students will begin to learn about classroom procedures and expectations

Agenda
Greet/Welcome
Administration
Attendance
Forced Choice Community & Rapport Building
Group Share - Good Things
Tour Room - Classroom Practices & Procedures
Create an Individual Student List of Practices & Procedures

*Analyze how learning is influenced by the brain’s short term and long term memory, environmental learning styles and learning strategies (e.g., multiple intelligences, cooperative learning, hypothesis, inquiry)

Objectives: Students will explore & understand class principles, guidelines, & behavioral expectations

Unit: Class Orientation
Topics: Class Guidelines & Exceptions

Activities:
Greet/Welcome
Administration
Attendance
Rapport Building 4 Corners Activity
Rapport Building Forced Choice Activity
Recall & Process Procedure & Location List
Class Expectation Discussion - Safety Respect Relevance
Safety Respect Relevance - Think Pair Share
Create List for Social Contract

Objectives: Students will create a Social Contract Students will process & comprehend Social Contract

Unit: Class Orientation

Topic: Social Contract

Activities:
Greet & Good Things
Cooperative Activity - Create & Complete Social Contract
Teacher Discuss the 4 A's 
The teacher will discuss the 300% Rule
The teacher will Facilitate & Process the Living Concept of the Social Contract

Students will comprehend, understand, and be able to exhibit behavior that supports class rules, procedures, and expectations.

AGENDA

Greet/Welcome
Administration
Attendance
Review Procedures, Practices, & Norms
Review Safety, Respect, & Relevance
Discuss/Explain the 4 A's (Attendance, Attention, Attitude & Accountability)
Discuss/Explain 300% Rule  
Social Contract 
Establish & Process Social Contract
Sign Up for Health Education Google Classroom
Class Procedure-Practices & Guidelines-Expectations Assignment - Google Classroom 

Summary of Class Guidelines and Expectations

Students will Take & Complete Student Learning Objectives (SLO)

AGENDA
Greet/Welcome
Administration
Attendance
Review of Social Contract
Google Assignment - Guidelines-Expectations & Practices & Procedures (Norms)
Take & Complete Student Learning Objectives (SLO) 

Student Learning Objective (SLO) Assessment (Pre-Test)

Unit 1: Foundation of Health

Students will explore the concept of health and its importance within their life as it pertains to Wellness & Fitness

The Teacher will engage in a discussion about the concept of health.
The Teacher will discuss the idea of health and how it relates to "Wellness" & "Fitness".
What is does it look like to have Wellness and/or Fitness?
What "Behaviors" or "Habits" do people who are Healthy/Fit/ or have a high degree of wellness exhibit
The Teacher will discuss the concepts of Longevity vs the Quality of Life
Are they the same or different?
If so, how do they differ? How does one attain Optimal Health that Correlates with Longevity?
Students will watch a Ted Talk Related to Health; "Wellness" & "Fitness" & Longevity (Posted on Google Classroom)
The teacher and the students will have a conversation about how (if at all) has their idea of health changed after the class discussion and Ted Talk.  What have they gleaned? How has it changed their perspective?
Exit Slip ((Posted on Google Classroom)

https://drive.google.com/open?id=1pnXFSGHnWWdtgfqPnqzNn_vwLJ5z5HBkqrVJQpfFqhc

Critique personal behaviors and their cause and effect that relate to the following choices, Distinguish the differences between health and skill related fitness, Analyze how social, emotional, physical, and mental health affect wellness

Unit 1: Foundation of Health

Students will understand health nudges & choice architecture Students will be to identify the 4 main conditions that have the biggest impact on disease reduction Students will be able to explain what "Blue Zones" are and how they affect health.

The teacher revisits and recaps the TED TALK 
The Students will re-watch the TED TALK the teacher elicits responses and frames the concepts
The Class will have a quick review/discussion about the main points of the TED TALK
Students will add reflective thoughts and ideas to the "Exit Slip" related to the Ted Talk

https://www.ted.com/talks/susan_pinker_the_secret_to_living_longer_may_be_your_social_life?language=en

Health Nudges 
4 Health Conditions - Disease Reduction
Non-Smoking
BMI Less than 30
Exercise 30 Min/Day or 3.5 Hours per Week
Nutrient-Dense Diet (Fruits, Vegetables, Whole Grains, & Lean Meat (minimal Red Meat)
Blue Zones
Social Connection
Choice Architecture (Lifestyle Choices)

https://drive.google.com/open?id=13hOgXRRbYUq9UHUVQfSGnNlCTnMySZ0c3HbOXxjkVPA

Formulate scenarios that will illustrate potential problems or difficult situations

Critique personal behaviors and their cause and effect that relate to the following choices, Analyze how social, emotional, physical, and mental health affect wellness

Unit 1: Foundation of Health

Students will define the health Students will understand the "Dimensions of Health" Students will relate the concept of "Fitness" to the "Dimensions of Health"

The teacher revisits and reviews the class discussion from the prior lesson and continues to lay out the foundation of the unit.
The teacher will process through the unit PowerPoint and students will engage in discussion by working in think-pair-share groups as the teacher elicit responses and frames the concepts

Definition of Health
Fitness
Relationship a person has with the Dimensions of Health

Teacher will review by asking questions and eliciting responses

Distinguish the differences between health and skill related fitness, Analyze how social, emotional, physical, and mental health affect wellness

Analyze and evaluate how the decision making process can help an individual in life situations

Unit 1: Foundation of Health

Students will explore the concept of the "Health Triangle" Students will understand and define the core concepts of health education/foundations

The teacher revisits and reviews the class discussion from the prior lesson and continues to lay out the foundation of the unit.
The teacher will process through the unit PowerPoint and students will engage in discussion by working in think-pair-share groups as the teacher elicit responses and frames the concepts

Risk Factors/Behaviors
Cumulative Risk Factors/Behaviors
Sedentary Lifestyle
Lifestyle Factors
Wellness
Health Triangle

Teacher will think-pair-share and questions and elicit responses to determine understanding

Critique personal behaviors and their cause and effect that relate to the following choices, Distinguish the differences between health and skill related fitness, Analyze how social, emotional, physical, and mental health affect wellness

Unit 1: Foundation of Health

Students will review the concepts covered from the prior lessons in the Health Foundation Unit Students will take a quiz to measure retention and knowledge of the material and concepts covered in the Health Foundation Unit.

The teacher revisits and reviews the Health Foundation Unit Material. Think Pair Share
Students will complete a quiz (Google Classroom)
Concepts
Health Nudges
Blue Zones
4 Pro-Health Conditions - Reduction of Disease
Choice Architecture - Life Style Habits
Health Definition
Fitness
Risk Factors/Behaviors
Cumulative Risk Factors/Behaviors
Sedentary Lifestyle
Lifestyle Factors
Wellness
Health Triangle

https://drive.google.com/open?id=1RRBmyWAZoPtCbYvXG9qgVdzCAjCgoysDAMS1ay3Zl2M

Health Nudges
Blue Zones
4 Pro-Health Conditions - Reduction of Disease
Choice Architecture - Life Style Habits
Health Definition
Fitness
Risk Factors/Behaviors
Cumulative Risk Factors/Behaviors
Sedentary Lifestyle
Lifestyle Factors
Wellness
Health Triangle

https://drive.google.com/open?id=1p0vznvbIlHwgowXwLq23UcZIjE_Na1jAsb6aZ44twxQ

Critique personal behaviors and their cause and effect that relate to the following choices, Predict problems that may occur due to insufficient or lack of preventive care for health needs, Distinguish the differences between health and skill related fitness, Analyze how social, emotional, physical, and mental health affect wellness

Analyze and evaluate how the decision making process can help an individual in life situations

Unit 1: Foundation of Health

Students will explore the concept of the "Influences" & how they relate to a person's health Students will understand the concept of Prevention, Precaution, & Abstinence 

The teacher will revisit & review the unit information from the prior lessons.
Student's will take time to review using the Health Foundation Quizlet Posted on Google Classroom
The teacher will process through the unit PowerPoint and students will engage in discussion by working in think-pair-share groups as the teacher elicit responses and frames the concepts

Influence
(Heredity, Social & Physical Environment, Attitude, Habits, & Media/Technology)
Prevention
Precaution
Abstinence

Teacher will think-pair-share and questions and elicit responses to determine understanding

Critique personal behaviors and their cause and effect that relate to the following choices, Analyze how social, emotional, physical, and mental health affect wellness

Unit 1: Foundation of Health

Students will demonstrate their knowledge and understanding of the unit by addressing the terms of the unit in a contextual story.

-Students will write a story that puts the terms of the unit into the correct context.

-Students must use a minimum of 8 of the 13 terms listed

- Students will demonstrate understanding by providing meaning and context by using descriptions, examples & explanations

Health Foundation Contextual Story

Students will show understanding by using the terms and knowledge from the unit and bring it to life by creating a contextual story.

https://drive.google.com/open?id=1c76gB2L8oo_M-mf-A4PB3NLGDSwsUJSVCVuCwq2BdJI

Critique personal behaviors and their cause and effect that relate to the following choices, Distinguish the differences between health and skill related fitness, Analyze how social, emotional, physical, and mental health affect wellness

Analyze and evaluate how the decision making process can help an individual in life situations

Recognize adolescent health issues and select appropriate strategies to solve or prevent problems

Unit 1: Foundation of Health

Students will demonstrate their knowledge and understanding of the unit by completing a quiz Students will demonstrate their knowledge and understanding of the unit by using the contextual story they created and developing a video and narrative project.

-Students will take a quiz

-After completion of the quiz students piece together a video that mirrors the context and events of the story they wrote.

-Students will narrate the video and edit the video in preparation to present it to their peers.

https://drive.google.com/open?id=1FkQ9ttGUwXE98nxFjexmn2w8YV5M04Df49CvayODpN0

Formal Assessment of the Unit's Concepts

https://drive.google.com/open?id=1_60N1W3cNwivv3QdrOHmAkaGCwxkD0s4pN9Ve2cKKoQ

Formulate scenarios that will illustrate potential problems or difficult situations

Critique personal behaviors and their cause and effect that relate to the following choices, Predict problems that may occur due to insufficient or lack of preventive care for health needs, Analyze how social, emotional, physical, and mental health affect wellness

Analyze and evaluate how the decision making process can help an individual in life situations

Unit 1: Foundation of Health

Students will demonstrate their knowledge and understanding of the unit by using the contextual story they created and developing a video and narrative project.

Students piece together a video that mirrors the context and events of the story they wrote.

-Students will narrate the video and edit the video in preparation to present it to their peers.

https://drive.google.com/open?id=1GIb5APjYSpOD1eX5mCpOQLH0eG5DbPi1Q7vTinCtIzU

Health Foundation Contextual Story Project

Teacher will think-pair-share and questions and elicit responses to determine understanding

Formulate scenarios that will illustrate potential problems or difficult situations

Critique personal behaviors and their cause and effect that relate to the following choices, Distinguish the differences between health and skill related fitness, Analyze how social, emotional, physical, and mental health affect wellness

Analyze and evaluate how the decision making process can help an individual in life situations

Unit 1: Foundation of Health

Students will demonstrate their knowledge and understanding of the unit by using the contextual story they created and developing a video and narrative project.

Students piece together a video that mirrors the context and events of the story they wrote.

-Students will narrate the video and edit the video in preparation to present it to their peers.

https://drive.google.com/open?id=1Rh-AY6cbaBP2bp2uEMMOeFO9lO0Yq9jNZIrj362Zpnw

Health Foundation Contextual Story Project

Teacher will think-pair-share and questions and elicit responses to determine understanding

Critique personal behaviors and their cause and effect that relate to the following choices, Predict problems that may occur due to insufficient or lack of preventive care for health needs, Distinguish the differences between health and skill related fitness, Analyze how social, emotional, physical, and mental health affect wellness

Analyze and evaluate how the decision making process can help an individual in life situations

Unit 1: Foundation of Health

Students will demonstrate their knowledge and understanding of the unit by using the contextual story they created and developing a video and narrative project.

-Students piece together a video that mirrors the context and events of the story they wrote.

-Students will narrate the video and edit the video in preparation to present it to their peers.

https://drive.google.com/open?id=1qBD_6NixUadCjBBFuyFQtwVje3x7NtN6N_dcbxb9mAY

Final Project Contextual Story/Video Project Due

Final Project Contextual Story/Video Project Due - Graded/Feedback

Formulate scenarios that will illustrate potential problems or difficult situations

Critique personal behaviors and their cause and effect that relate to the following choices, Distinguish the differences between health and skill related fitness, Analyze how social, emotional, physical, and mental health affect wellness

Analyze and evaluate how the decision making process can help an individual in life situations

Unit 1: Foundation of Health

By the end of the period, the students will be formally evaluated on their knowledge and understanding of the concepts pertaining to the Health Foundation Unit

Students will be provided time to review the vocab & concepts of the unit.
Students will complete the formal assessment during the allotted class period

Students will complete a summative unit assessment

https://drive.google.com/open?id=19Sd_ctH8U711IvwOS6RVHooB_w5poK5eDd58rrgUT2I

Critique personal behaviors and their cause and effect that relate to the following choices, Predict problems that may occur due to insufficient or lack of preventive care for health needs, Distinguish the differences between health and skill related fitness, Analyze how social, emotional, physical, and mental health affect wellness

Unit 1: Foundation of Health

By the end of the period, the students will explore & understand the process & concept of problem-solving & goal setting

Students will be provided a handout to reference the material being presented
The teacher will process the information
The Teacher will model the process of problem-solving & goal setting
The Students will work within a group to experience guided practice & feedback when utilizing the model being presented

https://drive.google.com/open?id=1JWkxV8LAQzRkWnDEjEXjCLrYdwNI1z2IcShKN4UDvUY

Guided Practice using the Power/Smart Model - Teacher will provide Feedback

Guided Practice using the Power/Smart Model - Teacher will provide Feedback

https://drive.google.com/open?id=1s0rkRmnubhg89RPwgSW7CFxK3-ZkrUNdBqor2fBak5k

Analyze and evaluate how the decision making process can help an individual in life situations

Recognize adolescent health issues and select appropriate strategies to solve or prevent problems

Unit 1: Foundation of Health

POWER & SMART MODEL: By the end of the period, the students will explore & apply the concept of problem-solving & goal-setting methodologies.

Students may reference the handout related to the POWER & SMART Models 
The Students will choose an issue from their own life (health-related) and apply the POWER & SMART Models 
The Students will Pair-Share their issues & models (while processing students may edit their assignment)
The Students will work within a group to experience guided practice & feedback when utilizing the model being presented
Students will present all components of the POWER & SMART Model related to their issue during the next instructional day of class.

https://drive.google.com/open?id=1Myp1YmZKmhNTLSAToGiM9OQ4vQ1uUs-BmGc2COml7wM

Review the concepts related to the Power & Smart Model

POWER MODEL
Problem Identification
Option Listing
Weigh the Options
Enact a Plan (SMART MODEL)
Reflect & Revise

SMART MODEL
Specific Goals
Measurable Goals
Action Steps
Is it Realistic
What's the Timeline

Power/Smart Model Sumary

https://drive.google.com/open?id=1KSxbq60rTpYCOoponmdQM7akk2TCnMzoztJ-UadB5qI

Analyze and evaluate how the decision making process can help an individual in life situations

Recognize adolescent health issues and select appropriate strategies to solve or prevent problems

Unit 1: Foundation of Health

  Objective(s): By the end of the period, the students will model understanding & proficiency of problem-solving & goal-setting concepts.

Problem-Solving & Goal Setting   Topic: POWER & SMART MODEL
Each Student will present an issue from their own life (health-related) and apply the POWER & SMART Models (50 pts)
If time allows, Students will watch the video projects related to the HEALTH FOUNDATION UNIT.

https://drive.google.com/open?id=1coZCp3Quj6QNOtIyZhtT2IARnXEfdI_-ey49yhlWVxc

Students will present the Power/Smart Model Scenario Project

"POWER MODEL
Problem Identification
Option Listing
Weigh the Options
Enact a Plan (SMART MODEL)
Reflect & Revise

SMART MODEL
Specific Goals
Measurable Goals
Action Steps
Is it Realistic
What's the Timeline"

Students will present the Power/Smart Model Scenario Project

Analyze and evaluate how the decision making process can help an individual in life situations

Recognize adolescent health issues and select appropriate strategies to solve or prevent problems

Unit 2: Body System Organization

By the end of the period, the students will know the organizational structure of the human body By the end of the period, the students will be introduced to the concept of homeostasis

The teacher will introduce the unit of Anatomy & Physiology
The teacher will facilitate students through the Body Organization PowerPoint and concepts

https://drive.google.com/open?id=1-7TZaDu0sUR7-sMtv6XurfPEzSJNpzdGwGVTxoGGk4U

Review PowerPoint & Guided Notes

Intermittently students will work within a group to process PowerPoint information that is being presented.

Explain how muscles work in pairs for movement to occur and provide examples, Classify the three different types of muscle tissue (smooth, cardiac, skeletal) and differentiate between voluntary and involuntary muscle movement, Explain how the skeletal system supports and protects other body systems, *Describe how healthy lifestyle choices (e.g., exercise, diet, sleep) affect the functioning of the central nervous system and peripheral nervous system (e.g., exercise increases, stress relief, mental alertness)

Unit 2: Body System Organization

By the end of the period, the students will know the organizational structure of the human body By the end of the period, the students will be introduced to the concept of homeostasis

Students will watch video links related to body organization on google classroom
Students will complete the guided note sheet provided by the Teacher. Students may use the video & the PowerPoint that was posted to them via google classroom to complete the task.
The Teacher will process the information from the video and PowerPoint to ensure the guided notes are correct

https://drive.google.com/open?id=1-S-ROVMRam8Jh2EuK_df_FnN0fvfxYWDjubFw3PqiB0

Review PowerPoint & Guided Notes

Intermittently students will work within a group to process PowerPoint information that is being presented.

*Analyze how aerobic exercise impacts an individual physically, mentally, and emotionally, *Describe how healthy lifestyle choices (e.g., exercise, diet, sleep) affect the functioning of the central nervous system and peripheral nervous system (e.g., exercise increases, stress relief, mental alertness), *Analyze how learning is influenced by the brain’s short term and long term memory, environmental learning styles and learning strategies (e.g., multiple intelligences, cooperative learning, hypothesis, inquiry)

Unit 2: Body System Organization

By the end of the period, the students will know the explore the components & functions of the 11 body systems By the end of the period, will assess their knowledge of how the body is organized

Students will watch video links related to body organization on google classroom (Body Organization & Homeostasis)
Students will take Body Organization Quiz A
Students will pair share & process Guided Notes Related to Body Systems Overview
Students will work through Quizlet B - Body System Overview/Review

https://drive.google.com/open?id=1XVLGeUvhJS65TaI9OpCbWyAwsm-LJv6YYji8kDXSTDg

https://drive.google.com/open?id=1C9MVkys-rmpAYb-XMUOFTapxKMWz89IehNwu83L_BKM

Explain how muscles work in pairs for movement to occur and provide examples, Classify the three different types of muscle tissue (smooth, cardiac, skeletal) and differentiate between voluntary and involuntary muscle movement, Explain how the skeletal system supports and protects other body systems, *Differentiate among the types of joints in the skeletal system (e.g., ball and socket, hinge, gliding, pivot, moveable, and immovable), *Describe how healthy lifestyle choices (e.g., exercise, diet, sleep) affect the functioning of the central nervous system and peripheral nervous system (e.g., exercise increases, stress relief, mental alertness), *Relate how health behaviors affect the urinary/excretory system, *Relate a function of each endocrine gland (e.g., thyroid-metabolism; pituitary-master hormonal gland and height; adrenal-fight or flight; pancreas-insulin; ovaries-eggs; testes-sperm) and how it is impacted by lifestyle choices, Describe the impact heredity and lifestyle choices have on the reproductive system functions and disease formation, Explain how to maintain a healthy reproductive system

Unit 2: Body System Organization

By the end of the period, the students will review & continue to explore the components & functions of the 11 body systems By the end of the period, will assess their knowledge of the 11 body systems By the end of the period, students will continue to work toward 100% proficiency of the Body Organization component of the unit

Students will watch video links related to body organization on google classroom (Body Organization & Homeostasis)
Students will work through Quizlet B - Body System Overview/Review
Students will take Body Organization Quiz B
The teacher will review & process the unit's concepts in preparation for the unit test

Review Guided Notes, Quizzes, & Review Video Posted

The 11 organ systems include;
integumentary system, skeletal system, muscular system, lymphatic system, respiratory system, digestive system, nervous system, endocrine system, cardiovascular system, urinary system, and reproductive systems

https://drive.google.com/open?id=14nBtFum_gPFNhc1r9MpumjdDeNVU5UuUANEB63kXOoA

Explain how muscles work in pairs for movement to occur and provide examples, Classify the three different types of muscle tissue (smooth, cardiac, skeletal) and differentiate between voluntary and involuntary muscle movement, Explain how the skeletal system supports and protects other body systems, *Differentiate among the types of joints in the skeletal system (e.g., ball and socket, hinge, gliding, pivot, moveable, and immovable), *Describe how healthy lifestyle choices (e.g., exercise, diet, sleep) affect the functioning of the central nervous system and peripheral nervous system (e.g., exercise increases, stress relief, mental alertness), *Relate how health behaviors affect the urinary/excretory system, *Relate a function of each endocrine gland (e.g., thyroid-metabolism; pituitary-master hormonal gland and height; adrenal-fight or flight; pancreas-insulin; ovaries-eggs; testes-sperm) and how it is impacted by lifestyle choices, Describe the impact heredity and lifestyle choices have on the reproductive system functions and disease formation, Explain how to maintain a healthy reproductive system

Unit 2: Body System Organization

By the end of the period, the students will evaluate their knowledge of Body Organization, Homeostasis, & Features of the 11 Body Systems by taking an Assessment

The teacher will review the concepts of the Body Organization Unit
Students will complete the Body Organization Unit Test

Body Organization Unit Test

https://drive.google.com/open?id=1ULdkoUhI9gFGKS6m8Kp1_CSxrI38cwRkreaoco8Xm50

Explain how muscles work in pairs for movement to occur and provide examples, Classify the three different types of muscle tissue (smooth, cardiac, skeletal) and differentiate between voluntary and involuntary muscle movement, Explain how the skeletal system supports and protects other body systems, *Differentiate among the types of joints in the skeletal system (e.g., ball and socket, hinge, gliding, pivot, moveable, and immovable), *Measure respiratory rates during inactivity and activity, *Analyze how learning is influenced by the brain’s short term and long term memory, environmental learning styles and learning strategies (e.g., multiple intelligences, cooperative learning, hypothesis, inquiry), *Relate how health behaviors affect the urinary/excretory system, *Relate a function of each endocrine gland (e.g., thyroid-metabolism; pituitary-master hormonal gland and height; adrenal-fight or flight; pancreas-insulin; ovaries-eggs; testes-sperm) and how it is impacted by lifestyle choices, Describe the impact heredity and lifestyle choices have on the reproductive system functions and disease formation

By the end of the period, the students will be able to describe types of pathogens and explain the basic concepts relating to the spread of disease. By the end of the period, the students will identify habits for preventing the spread of pathogens Activities:

The teacher will process the reading and questions with the students
Students will watch a Communicable Disease Video Link 1 on the Health Google Classroom, after watching the video the students will describe 5 things they learned from the video.

https://drive.google.com/open?id=1r__jVqRXmlP3U6kmXLv94_yVptdpkcMhxhpy4WdAbv8

Complete & Review Guided Notes

https://drive.google.com/open?id=1X9R3Da1UY0lBYicUOwBVXT90oIFx-wYPbOPgzfliaWY

Describe the patterns of transmission, treatments, and prevention of sexually transmitted infections, *Recognize adolescent health issues and select appropriate strategies to solve or prevent problems (e.g., Anorexia, bulimia, acne, scoliosis) including knowing symptoms and causes, early diagnosis and treatment, self-care and management, Explain how risk behaviors can contribute to the development of chronic disease, Describe the body’s lines of defense and the stages of disease progression

By the end of the period, the students will be able to describe types of pathogens and explain the basic concepts relating to the spread of disease. By the end of the period, the students will identify habits for preventing the spread of pathogens

Students will read pages 410-413 in the Teen Health Textbook.
Students will answer questions 1-5 on page 413
The teacher will process the reading and questions with the students
Students will watch a Communicable Disease Video Link 1 on the Health Google Classroom, after watching the video the students will describe 5 things they learned from the video.

Teacher will think-pair-share and questions and elicit responses to determine understanding

Describe the patterns of transmission, treatments, and prevention of sexually transmitted infections, Connect causative factors, symptoms, treatment and preventive measures to their appropriate non-communicable diseases, Describe the body’s lines of defense and the stages of disease progression

https://classroom.google.com/w/Mzg1OTI2MjAwMTE0/t/all

https://classroom.google.com/c/Mzg1OTI2MjAwMTE0/m/NDA2NTQ1ODAyODI2/details

By the end of the period, the students will be able to describe how pathogens are spread By the end of the period, the students will identify precautionary strategies to minimize or reduce the risk of communicable disease transmission.

Students will explain 5 things they learned from the video.
The teacher will review the information covered from the prior lesson - See PowerPoint
Students will Read pages 414-418 or Chapter 18 Lesson 2 (E-Textbook)
Upon completion of the reading assignment, students will answer Google Classroom Assignment Questions
The teacher will process the reading & questions with the students
Students will watch Video Link 2
Students will complete an Exit Slip - posted on Google Classroom

https://drive.google.com/open?id=115sAEYOA2NLVewqDtHnTjWYgDJPOpCtv_e28Z1HlN2I

https://drive.google.com/open?id=1pYiupKbUGqwafDrpBjKA9NuP__TX65MJYKJqWWh36Zg

Describe the patterns of transmission, treatments, and prevention of sexually transmitted infections, Explain how risk behaviors can contribute to the development of chronic disease, Describe the body’s lines of defense and the stages of disease progression

By the end of the period, the students will express their understanding of the concepts relating to communicable diseases. By the end of the period, the students will show understanding of the unit concepts as they pertain to individual, community, and global influences and the impact of communicable disease transmission.

The teacher will review the unit material with the students
The teacher will process the "Exit Slip Question" assignment from the prior lesson.  Students will collaborate on each discussion question.  After the collaboration segment, the teacher will elicit responses from the student.
The students will open up the Human Disease PowerPoint and complete the Guided Note Assignment. 

https://drive.google.com/open?id=1bACXWaQkcOnI5Wq_CwU3uxW_bMsJOuTkKUOfcxfdlxs

https://drive.google.com/open?id=1hYUudQbZbCDP2JwFYPpkutvLpO_mz5MSfvxFSRCzJIQ

Recognize the importance of regular check-ups for various types of cancer, *Recognize adolescent health issues and select appropriate strategies to solve or prevent problems (e.g., Anorexia, bulimia, acne, scoliosis) including knowing symptoms and causes, early diagnosis and treatment, self-care and management, Describe the body’s lines of defense and the stages of disease progression, Analyze the impact non-communicable diseases such as diabetes and asthma, could have on adolescents physical, social, and emotional development

QUIZLET
https://quizlet.com/579803211/communicable-and-non-communicable-diseases-flash-cards/?i=2y8nnx&x=1jqW

VIDEO LINK
https://classroom.google.com/w/Mzg1OTI2MjAwMTE0/t/all

TEST PREP
https://docs.google.com/forms/d/e/1FAIpQLSfzozhAcj0p8GUeublaaXn_rOFYtmB6G_PgISR9uEyjYzfldg/viewform

By the end of the period, the students will evaluate their knowledge of the Human Disease Unit by taking an Assessment

The teacher will review the concepts of the Human Disease Unit
Students will complete the Human Disease Unit Test

https://drive.google.com/open?id=1eYJzO0ulQCgmlTPE6nkRwbe13Vv3MeTbRVkvmPrYLaY

Describe the patterns of transmission, treatments, and prevention of sexually transmitted infections, *Recognize adolescent health issues and select appropriate strategies to solve or prevent problems (e.g., Anorexia, bulimia, acne, scoliosis) including knowing symptoms and causes, early diagnosis and treatment, self-care and management, Connect causative factors, symptoms, treatment and preventive measures to their appropriate non-communicable diseases, Explain how risk behaviors can contribute to the development of chronic disease, Describe the body’s lines of defense and the stages of disease progression, Analyze the impact non-communicable diseases such as diabetes and asthma, could have on adolescents physical, social, and emotional development, Recognize adolescent health issues and select appropriate strategies to solve or prevent problems

5 Components of Physical Fitness

By the end of the period, the students will explore the concepts of the 5 components of physical fitness. By the end of the period, the students describe the difference between physical fitness and physical activity By the end of the period, students will be able to list some holistic benefits of physical fitness/activity  

Students will read the textbook & watch the review videos
The Students and the teacher will have a discussion about the difference between
Physical Fitness & Physical Activity
What are the components of the make-up of Physical Fitness
Students will complete the Exit Slip-Google Form

Muscular Strength
Muscular Endurance
Cardio-Respiratory Endurance
Flexibility
Body Composition

https://drive.google.com/open?id=1k6JDm-IJjsJKfQu2llPUx8reneltCOy4uF4jn_YPe0c

VIDEO LINK:
https://classroom.google.com/w/Mzg1OTI2MjAwMTE0/t/all

Structures of, functions of, and relationships among human body systems;, Principles of movement and physical fitness;

By the end of the period, the students will review & explain the concepts of the 5 components of physical fitness. By the end of the period, the students will be able to explain and describe the FITT principle of Excercise By the end of the period, the students will be exposed to the concepts related to measuring the fitness levels Flexibility

Students will review questions assigned related to the 5 components of physical fitness
The Teacher will process the questions as a review from the prior lesson
Students will read the textbook & watch the assigned videos related to the FITT principle & Target Heart Rate.
Students will complete the Google Form Exit Slip.

Flexibility
Cardio-Respiratory Endurance
Muscular Strength
Muscular Endurance
Body Composition
Frequency
Intensity
Time
Type

https://drive.google.com/open?id=1qAx2FhKMao5pgwDOiBAHvpjDy2_aHxRzr-su7678nX8

Structures of, functions of, and relationships among human body systems;, Principles of movement and physical fitness;

Measurements of Physical Fitness
FITT Principle
Target Heart Rate

By the end of the period, the students will be able to explain and describe the FITT principle of Excercise By the end of the period, the students will be exposed to the concepts related to measuring the fitness levels

The Teacher will cover the concepts of the FITT model concepts by processing the information from the PowerPoint.
The Teacher will instruct students how to find their "Target Heart Rate"
The Teacher will process the Google Classroom Assignment
Students will use the remaining time to review using the Quizlet posted on Google Classroom

Flexibility
Cardio-Respiratory Endurance
Muscular Strength
Muscular Endurance
Body Composition
Measuring Target Heart Rate 
1 Rep Max
Overload & Progression
Repetition & Set

https://www.slideshare.net/matcabrera/fitt-principle

https://classroom.google.com/w/Mzg1OTI2MjAwMTE0/t/all

https://classroom.google.com/w/Mzg1OTI2MjAwMTE0/t/all

Structures of, functions of, and relationships among human body systems;, Diseases and methods for prevention, treatment and control;, Principles of movement and physical fitness;

Physical Fitness Measurements

By the end of the period, the students will review their knowledge and understanding of the concepts pertaining to the Physical Fitness Unit.

Students will Review the Unit Material
Students will complete the Review Sheet Posted on Google Classroom
The Teacher will process information in preparation for the unit assessment
Students will complete Physical Fitness Quiz
The teacher will process information in preparation for the unit assessment

Flexibility
Cardio-Respiratory Endurance
Muscular Strength
Muscular Endurance
Body Composition
Measuring Target Heart Rate 
1 Rep Max
Overload & Progression
Repetition & Set

https://drive.google.com/open?id=1nEo7Gv5SUHDn6m_MP0ytOWQsqxmV4-coirCZGmLp1EA

QUIZLET
https://quizlet.com/10550596/physical-fitness-flash-cards/?i=2y8nnx&x=1jqW

Structures of, functions of, and relationships among human body systems;, Diseases and methods for prevention, treatment and control;, Principles of movement and physical fitness;

Physical Fitness Formal Assessment

By the end of the period, the students will be formally evaluated on their knowledge and understanding of the concepts pertaining to the Physical Fitness Unit.

Students will be provided time to review the vocab & concepts of the unit.
Students will complete the formal assessment during the allotted class period

Physical Fitness Formal Assessment

https://drive.google.com/open?id=1yvY-9Rt4fZOX96lVHICnoAhgqbF889BzAWz_SQ6uaGU

Structures of, functions of, and relationships among human body systems;, Principles and practices of physical and mental health (such as personal health habits, nutrition, stress management), Principles of movement and physical fitness;

Measurements of Physical Fitness

By the end of the period, the students will apply the concepts of physical fitness to a personal fitness plan By the end of the period, the students will be exposed to the concepts related to measuring the fitness levels

Students will work on and complete Projects/Activities related to the FITT principle 

Complete/Progress on PFP Project - See Description & Metrics Below

Flexibility
Cardio-Respiratory Endurance
Muscular Strength
Muscular Endurance
Body Composition
Measuring Target Heart Rate

FITNESS PROJEACT METRICS
Personal Fitness Plan Assessment (50 points possible)
Use Google Slides to address & integrate the following criteria into your project. (use images within the Google Slides Presentation)
Upon completion using the Google Slides component, narrate or screen share your slides project to create a video (use WEVIDEO) to present your Personal Fitness Plan.
1. Cover Sheet (5 pts total)
Be sure to include the following items:
- Title: Personal Fitness Plan (3 pt)
- Name & Class Period (2 pt.)

2. Personal Fitness Plan (35 pts total)
For this section, you will write in detail about various aspects of your
personal fitness. Make sure you include the following components in your PFP:

- Value Statement - What is a fitness & what is the long term
importance as it relates to holistic health (5 pts)

- Define the 5 Health Related Areas of Fitness and provide an
example of each. (5 pts)

- Self-Evaluation of your current fitness using the five above
components. You can use the fitness testing and activities along
with other activities you are involved in. (5 pts)

- State two or more, specific and measurable goals for improving
fitness. (5 pts)

- Describe the exercises or activities that will facilitate you reaching
your goals to improving fitness. Use the FITT Principle (10 pts)

- Finally, explain how & why it is important to warm-up and cool-down
when exercising and make sure you include what you plan to do for
your warm-ups & cooldowns. (5pts)

3. Conclusion (10 pts)
- Summarize the steps you will take to meet your specific goals.
Include any possible roadblocks that might be potential obstacles
and what strategies can be sued to overcome these obstacles? (5 pts)

- What are your future plans for fitness and how do you intend to stay
physically fit throughout your lifetime? (5 pts)

All late projects will result in the loss of 5 points per day

Structures of, functions of, and relationships among human body systems;, Diseases and methods for prevention, treatment and control;, Principles of movement and physical fitness;

By the end of the class period, students will have explored the 6 essential nutrients By the end of the class period, students will understand the concept of a calorie

Discussion:
The teacher will ask the students what is a nutrient? Elicit responses
Does our body require food?  Why or Why not? Elicit responses
Why is it important to understand the essential nutrients and how they impact the body
What are the 6 essential nutrients?
Students will read pages 176-180 & answer the review questions on page 180 (Chapter 9 - Lesson 1)
The teacher will process the questions.
Watch the video link relating essential nutrients & how they impact the body
https://www.youtube.com/watch?v=inEPlZZ_SfA

https://drive.google.com/open?id=1jyN2hZlSjUYoo4AWZ3-eqJcpuDDc4ZLRn2G6zmPVSLs

*Apply nutrition knowledge to compare the nutrient contribution of a food to its energy contribution

By the end of the class period, students will have explored the 6 essential nutrients By the end of the class period, students will understand the concept of a calorie

Discussion:
The teacher will review 6 essential nutrients - Elicit responses
Discuss the role of Fiber
Discuss the concept of Nutrient Dense Food vs Empty Calorie Food as it pertains to a calorie
The teacher will process the questions from pages 176-180 & answer the review questions on page 180 (Chapter 9 - Lesson 1)
Watch the video link relating essential nutrients & how they impact the body & complete the Google Form Assignment
https://www.youtube.com/watch?v=inEPlZZ_Sf

Teacher will think-pair-share and questions and elicit responses to determine understanding

*Apply nutrition knowledge to compare the nutrient contribution of a food to its energy contribution, *Analyze and critique food labeling information to determine calories, nutrients, serving size, types of ingredients and nutritional value in a product

By the end of the class period, students will have explored the 5 food groups & the "My Plate" concept By the end of the class period, students will evaluate hunger & appetite. By the end of the class period, students will explore how influences affect food choices

Review 6 Essential Nutrients
Discussion:  What influences food choices?
Family/Friends
Culture
Convenience
Media
Discussion:
How do you create a healthy meal?
What good groups would you incorporate?

https://drive.google.com/open?id=1kfYi4NrZKVArTGbEgi7I1f_kiO21_YYRxQWRZ_K6xr8

*Evaluate factors that influence food choices (e.g., culture, family, emotions, peers, media) and their impact on nutrition and health., *Analyze and critique food labeling information to determine calories, nutrients, serving size, types of ingredients and nutritional value in a product

VIDEO LINK
https://classroom.google.com/w/Mzg1OTI2MjAwMTE0/t/all

https://classroom.google.com/w/Mzg1OTI2MjAwMTE0/t/all

Weight Management & Healthy Eating

By the end of the class period, students will have an understanding of how to create a well-balanced meal/diet. By the end of the class period, students will grasp the idea of the basic energy equation.

Discussion: Weight Management & Nutrient-Dense Eating
Discussion:  What influences food choices?
Family/Friends
Culture
Convenience
Media
Watch Video - via Google Classroom Assignment & Complete
https://www.youtube.com/watch?v=5imsDV9war4&feature=emb_logo
https://www.youtube.com/watch?v=Yd6jwSPb6aI&feature=emb_log

Creating Healthy Meals
Managing Weight - Energy Equation
Nutrient-Dense Foods

Teacher will think-pair-share and questions and elicit responses to determine understanding

*Apply nutrition knowledge to compare the nutrient contribution of a food to its energy contribution, *Analyze and critique food labeling information to determine calories, nutrients, serving size, types of ingredients and nutritional value in a product

Nutrition Quiz Assessment

By the end of the class period, students will evaluate their knowledge from the nutrition concepts covered 

Review Concepts
Questions & Clarity of Concepts
Take & Complete Quiz - Posted on Google Classroom.
Upon completion of the Quiz Students will Read the Health Textbook Lesson 4 - Eating Disorders 

https://drive.google.com/open?id=1IQUfe-ZExd4-BmYGB039Tr2C-k4NROaoL5kwHVKmxWI

Nutrition Unit Concepts Assessment

https://drive.google.com/open?id=1gkigYKcNJVj2JY-14tuJxunMqFojlo0xqY986y7HEF4

Recognize the symptoms of various eating disorders and proper referral sources, *Apply nutrition knowledge to compare the nutrient contribution of a food to its energy contribution, *Evaluate factors that influence food choices (e.g., culture, family, emotions, peers, media) and their impact on nutrition and health., *Analyze and critique food labeling information to determine calories, nutrients, serving size, types of ingredients and nutritional value in a product

*Recognize adolescent health issues and select appropriate strategies to solve or prevent problems (e.g., Anorexia, bulimia, acne, scoliosis) including knowing symptoms and causes, early diagnosis and treatment, self-care and management

https://quizlet.com/1609496/nutrition-vocabulary-flash-cards/?i=2y8nnx&x=1jqW

By the end of the class period, students will explore the causes & consequences of Eating Disorders By the end of the class period, students will grasp some of the central issues related to Bulimia & Anorexia Topic Sections

Frame Eating Disorder Issue & Concepts
Watch Documentary
Complete Exit Slip

https://drive.google.com/open?id=1WhNbm2cuCortoJ3ay8vUCOtxVobXhfBfkQ4Lwpb1l1Y

Recognize the symptoms of various eating disorders and proper referral sources

*Recognize adolescent health issues and select appropriate strategies to solve or prevent problems (e.g., Anorexia, bulimia, acne, scoliosis) including knowing symptoms and causes, early diagnosis and treatment, self-care and management

Dying to be Thin - PBS Documentary

https://www.youtube.com/watch?v=vv5MIX_s0g8

Nutrition Formal Assessment

By the end of the period, the students will be formally evaluated on their knowledge and understanding of the concepts pertaining to the Nutrition Unit.

Students will be provided time to review the vocab & concepts of the unit.
Students will complete the formal assessment during the allotted class period

Nutrition Formal Assessment

https://drive.google.com/open?id=119V5elPB8jQXNxiD-AE1t0wc4OFzgDId7zdzzKQn3lY

Recognize the symptoms of various eating disorders and proper referral sources, *Apply nutrition knowledge to compare the nutrient contribution of a food to its energy contribution, *Evaluate factors that influence food choices (e.g., culture, family, emotions, peers, media) and their impact on nutrition and health., *Analyze and critique food labeling information to determine calories, nutrients, serving size, types of ingredients and nutritional value in a product

*Recognize adolescent health issues and select appropriate strategies to solve or prevent problems (e.g., Anorexia, bulimia, acne, scoliosis) including knowing symptoms and causes, early diagnosis and treatment, self-care and management

1st Aid Basics & Key Steps

Students will learn about and explore the basics of 1st aid

Students will watch video series and participate in activities that support the process of learning 1st aid
The Teacher will facilitate the students through this process

Assessing a Scene
Phoning for help
Universal Precautions & Exposure to Blood
Removing Gloves
Finding the Problem
Recovery Position
Summary of 1st Aid Basics

https://drive.google.com/open?id=1-mtRgiZBbPWQNxhghpTul5_8t8LAMBp-PQnanc57tuY

Assess home and school environments for potential unsafe situations and recommend corrective action, Demonstrate basic first aid procedures such as the abdominal thrust, rescue breathing and CPR, poisoning, burns, control bleeds, RICE, Analyze why the processes are used in sequential order (i.e., ABC of emergencies), Prioritize and demonstrate the steps involved in assessing an emergency situation including 911 format, check, call, care

1st Aid Basics & Key Steps

Students will learn about and explore the basics of 1st aid

Students will review material from the prior day
Students will watch video series and participate in activities that support the process of learning 1st aid
The Teacher will facilitate the students through this process

Assessing a Scene
Phoning for help
Universal Precautions & Exposure to Blood
Removing Gloves
Finding the Problem
Recovery Position
Summary of 1st Aid Basics

Assess home and school environments for potential unsafe situations and recommend corrective action, Demonstrate basic first aid procedures such as the abdominal thrust, rescue breathing and CPR, poisoning, burns, control bleeds, RICE, Analyze why the processes are used in sequential order (i.e., ABC of emergencies), Prioritize and demonstrate the steps involved in assessing an emergency situation including 911 format, check, call, care

Students will learn to respond Medical Emergencies per the American Heart Association Methodolgoy

"Students will review material from the prior day
Students will watch video series and participate in activities that support the process of learning 1st aid
The Teacher will facilitate the students through this process"

Teacher will think-pair-share and questions and elicit responses to determine understanding

Assess home and school environments for potential unsafe situations and recommend corrective action, Demonstrate basic first aid procedures such as the abdominal thrust, rescue breathing and CPR, poisoning, burns, control bleeds, RICE, Analyze why the processes are used in sequential order (i.e., ABC of emergencies), Prioritize and demonstrate the steps involved in assessing an emergency situation including 911 format, check, call, care

American Heart Association Curriculum

Students will be able to recognize & respond to injury related emergencies.

"Students will review material from the prior day
Students will watch video series and participate in activities that support the process of learning 1st aid & injury related emergencies
The Teacher will facilitate the students through this process"

"Assessing a Scene
Phoning for help
Universal Precautions & Exposure to Blood
Removing Gloves
Finding the Problem
Recovery Position
Summary of 1st Aid Basics"

Teacher will think-pair-share and questions and elicit responses to determine understanding

Assess home and school environments for potential unsafe situations and recommend corrective action, Demonstrate basic first aid procedures such as the abdominal thrust, rescue breathing and CPR, poisoning, burns, control bleeds, RICE, Analyze why the processes are used in sequential order (i.e., ABC of emergencies), Prioritize and demonstrate the steps involved in assessing an emergency situation including 911 format, check, call, care

Students will be able to recognize & respond to environmental related emergencies.

"""Students will review material from the prior day
Students will watch video series and participate in activities that support the process of learning 1st aid & environmental related emergencies
The Teacher will facilitate the students through this process"""

"""Assessing a Scene
Phoning for help
Universal Precautions & Exposure to Blood
Removing Gloves
Finding the Problem
Recovery Position
Summary of 1st Aid Basics"""

Teacher will think-pair-share and questions and elicit responses to determine understanding

Assess home and school environments for potential unsafe situations and recommend corrective action, Demonstrate basic first aid procedures such as the abdominal thrust, rescue breathing and CPR, poisoning, burns, control bleeds, RICE, Analyze why the processes are used in sequential order (i.e., ABC of emergencies), Prioritize and demonstrate the steps involved in assessing an emergency situation including 911 format, check, call, care

Students will be able to show their understanding in recognizing & responding to emergency situations.

""Students will review material from the prior day
Students will watch video series and participate in activities that support the process of learning 1st aid emergencies
The Teacher will facilitate the students through this process
Students will complete a quiz related to 1st aid emergencies

Assessing a Scene
Phoning for help
Universal Precautions & Exposure to Blood
Removing Gloves
Finding the Problem
Recovery Position
Summary of 1st Aid Basics

https://drive.google.com/open?id=1YDBeIeZuTCy1WXU09S5NGjdgnjd0ufDWzYTKDhjXqGQ

Assess home and school environments for potential unsafe situations and recommend corrective action, Demonstrate basic first aid procedures such as the abdominal thrust, rescue breathing and CPR, poisoning, burns, control bleeds, RICE, Analyze why the processes are used in sequential order (i.e., ABC of emergencies), Prioritize and demonstrate the steps involved in assessing an emergency situation including 911 format, check, call, care

CPR (Adult/Child/Infant)
AED
Choking Emergencies (conscious & unconscious)
Rescue Breath
Compressions
Responsive vs. Unresponsive Victims

Students will learn about and explore the basics of CPR & AED procedures

Students will watch video series and participate in activities that support the process of learning 1st aid
The Teacher will facilitate the students through this process
Students will take a Unit Test Related to information presented over the course of the unit

https://drive.google.com/open?id=1bo-YFytW6xqAXmbWBzFIzuvk4z8VafCx

CPR (Adult/Child/Infant)
AED
Choking Emergencies (conscious & unconscious)
Rescue Breath
Compressions
Responsive vs. Unresponsive Victims

https://drive.google.com/open?id=1fp42-VZYq2DRT2aE-g3lPmnEnhoVGdcyofoKRwVU8D4

Assess home and school environments for potential unsafe situations and recommend corrective action, Demonstrate basic first aid procedures such as the abdominal thrust, rescue breathing and CPR, poisoning, burns, control bleeds, RICE, Analyze why the processes are used in sequential order (i.e., ABC of emergencies), Prioritize and demonstrate the steps involved in assessing an emergency situation including 911 format, check, call, care

By the end of the period, the students are able to define and understand mental health, self-concept, & self By the end of the period, students will explore the concept of resilience and how to develop it.

The teacher will introduce and frame the unit for the Students.
The teacher will engage students in a discussion related to mental health (elicit answers)
Students will read pages 86-89 or chapter 5 lesson 1
Students will complete the guided notes on google classroom.

https://drive.google.com/open?id=1QPFad4_AezfzbnCEmPvTKDFyl_5E68y2oNjv0ifl8SQ

https://drive.google.com/open?id=16aZOosRSLwnyrURWDVYrslPv027ZpxKHYCVGINbo1m4

Critique personal behaviors and their cause and effect that relate to the following choices, Analyze how social, emotional, physical, and mental health affect wellness

Analyze and evaluate how the decision making process can help an individual in life situations, Examine the impact that peer pressure refusal skills have on self-perception and the perception of others

By the end of the period, the students will explore and understand the concepts of feelings & defenses By the end of the period, the students will expand their concept of feelings & defenses and how they impact a person's mental-emotional-social health

The teacher will complete & review the concepts from the prior lesson
The teacher will read them a book - Happy Hippo Angry Duck and relate it back to the concepts of feelings and defenses
The teacher will process over material from the unit's PowerPoint
Students will complete exit slip reinforcing the lesson's highlights

https://drive.google.com/open?id=1LEr438EqOHFy9q5crhYXKVJqH-nCWuCtOo9vef2Poxs

https://drive.google.com/open?id=1I5bLt-uLmh8jeLtWxh1dfdQ_z_vT6uiKWqPeJwEhEHg

Critique personal behaviors and their cause and effect that relate to the following choices, Analyze how social, emotional, physical, and mental health affect wellness

Analyze and evaluate how the decision making process can help an individual in life situations

By the end of the period, the students will comprehend and understand the application of the concepts of feelings & defenses By the end of the period, the students will explore and expand their concept of stress management

The teacher will review the concepts from the prior lesson - Feelings & Defenses
The teacher will process the review sheet (Google Classroom Assignment)
The teacher will introduce the concepts of stress management - Power Point & Textbook
Stress & Stressors (definition) and how it is related to their health and wellness
Fight or Flight Response
Adrenaline
Coping Mechanisms

Teacher will think-pair-share and questions and elicit responses to determine understanding

Critique personal behaviors and their cause and effect that relate to the following choices, Analyze how social, emotional, physical, and mental health affect wellness

Analyze and evaluate how the decision making process can help an individual in life situations

https://classroom.google.com/w/Mzg1OTI2MjAwMTE0/t/all

By the end of the period, the students will begin to analyze the concept of stress management and how it related to their own lives By the end of the period, the students will begin to explore and expand their understanding of coping mechanisms as it relates to managing symptoms vs issues (root causes) of stress (systemic vs palliative stress management) 

The teacher will review the concepts presented and process from the prior lesson
Stress & Stressors (definition) and how it is related to their health and wellness
Fight or Flight Response
Adrenaline
Eustress vs Distress
The teacher will introduce the concepts of stress management related to coping mechanisms
The teacher will introduce the concepts of managing symptoms vs issues (systemic vs palliative stress management) 
PowerPoint
Class Discussion - the teacher will elicit responses

Teacher will think-pair-share and questions and elicit responses to determine understanding

Formulate scenarios that will illustrate potential problems or difficult situations

Critique personal behaviors and their cause and effect that relate to the following choices, Analyze how social, emotional, physical, and mental health affect wellness

Analyze and evaluate how the decision making process can help an individual in life situations

Science & Physiology of Stress

Students will explore concepts related to the Science & Physiology of Stress

Watch & complete the form (a physical copy of the form will be provided)
Please be prepared to turn in the sheet (60 pts

https://drive.google.com/open?id=10WYqEhfMtFQSFjIPCv8Dy5p7gUei7PL-

Formulate scenarios that will illustrate potential problems or difficult situations

Analyze and evaluate how the decision making process can help an individual in life situations, Analyze various techniques designed to enhance coping abilities and manage stress

https://classroom.google.com/c/Mzg1OTI2MjAwMTE0/m/NDM2MDIwMDU2OTc0/details

By the end of the period, the students will understand stress management techniques and skills

The teacher will explain & process the 4's of Stress Management
The teacher will explain & process 6 strategies to assist a person in managing stress.
The students will pair and share thoughts and ideas related to the 4 A's and the 6 strategies to uncover some creative ways to apply stress management in their life - the teacher will elicit responses.
The teacher will introduce and explain the assignment
The students will engage in Stress Journal & Plan Assignment - See Google Classroom

https://drive.google.com/open?id=14gjzTk8Ac_mrS7sZzIVAj8q4flvsB0bTR1OoYFQ2TL0

Formulate scenarios that will illustrate potential problems or difficult situations

Analyze and evaluate how the decision making process can help an individual in life situations, Examine the impact that peer pressure refusal skills have on self-perception and the perception of others, Analyze various techniques designed to enhance coping abilities and manage stress

Communication Skills
Peer Pressure

Stress Management Techniques

By the end of the period, the students will explore roadblocks to communication (GABS) By the end of the period, the students will explore and practice active listening skills (EARRS) By the end of the period, the students will explore and practice the skill of assertive confrontation. (NTEW) By the end of the period, the students will explore and practice the art of taking ownership by learning the process of the apology By the end of the period, the students will use the skills from above to deal with and manage peer pressure

The teacher will introduce the concepts and skills of communication, confrontation, and ownership (apology)
The students will practice the skills and the teacher will provide feedback.
GABS
EARRS
NTEW
4 Part APOLGOY
MANAGING PEER PRESSURE

https://drive.google.com/open?id=1ytcHRd04oeLjMvx2vkEa-GRXXLL4vy3b5uIPj4-5Xzw

Students will engage in guided practice and obtain feedback in performing the skills

Formulate scenarios that will illustrate potential problems or difficult situations

Analyze and evaluate how the decision making process can help an individual in life situations, Examine the impact that peer pressure refusal skills have on self-perception and the perception of others, Analyze various techniques designed to enhance coping abilities and manage stress, Demonstrate strategies to prevent, manage, or report social problems related to abuse, exploitation, harassment, or bullying, Investigate resources available to cope with social problems related to abuse, exploitation, harassment, or bullying

Mental & Emotional Health Quiz Assessment

By the end of the period, the students will be formally evaluated on their knowledge and understanding of the concepts pertaining to the Mental Health Unit.

Students will complete mental/social health review sheet
Teacher will process the review sheet
Students to take and complete a quiz

https://drive.google.com/open?id=1EutlwYOCaFpEQvXGrJaBSWC7IXhDjByOiWRLhUxK5Eo

https://drive.google.com/open?id=1HnO8r1xIxHFAuMdroJrgnVzS-ScXQjz9naF2iOzPFZU

Analyze and evaluate how the decision making process can help an individual in life situations, Examine the impact that peer pressure refusal skills have on self-perception and the perception of others, Analyze various techniques designed to enhance coping abilities and manage stress, Demonstrate strategies to prevent, manage, or report social problems related to abuse, exploitation, harassment, or bullying, Investigate resources available to cope with social problems related to abuse, exploitation, harassment, or bullying

Mental & Emotional Health Unit Assessment

By the end of the period, the students will be formally evaluated on their knowledge and understanding of the concepts pertaining to the Mental Health Unit.

By the end of the period, the students will be formally evaluated on their knowledge and understanding of the concepts pertaining to the Mental Health Unit.

https://drive.google.com/open?id=1CRX6heikXDYXTWB5kx22gxxA5yYdWWxLsBSbKtgi3zg

Formulate scenarios that will illustrate potential problems or difficult situations

Analyze and evaluate how the decision making process can help an individual in life situations, Examine the impact that peer pressure refusal skills have on self-perception and the perception of others, Analyze various techniques designed to enhance coping abilities and manage stress, *Discuss sexual harassment issues and create a plan to address these issues, Demonstrate strategies to prevent, manage, or report social problems related to abuse, exploitation, harassment, or bullying, Investigate resources available to cope with social problems related to abuse, exploitation, harassment, or bullying

By the end of the period, the students will explore concepts and information related to tobacco

Students will complete Guided Notes 
Read Pages 324-337
Students will complete the Google Form - Guided Note Form attached to the posted assignment 

https://drive.google.com/open?id=1nQfNQ0mZrNr8LWmcTXnFZvloY6wtVTU5UOcf7eJu1xk

Develop an informed decision regarding the use of smoked and smokeless tobacco based on knowledge of short and long-term effects on the body, individual, and society

Students will show knowledge and comprehension from the information and concepts of the semester

Students will take and complete SLO assessment

https://drive.google.com/open?id=1cyvTmzOWkv2NJgD9AEta1WAs4LU8OwItpnkrlNlNYwc

Students will edit the video footage to create a final product for the critical issues video Project.

Computer Lab - Video Editing Software

Project Feedback & Completion

https://drive.google.com/open?id=19DOUYwfxW7c1lmojmvrTtr8xQOXU_lkjqpzUryQzkmU

Compare peer pressure to peer support and evaluate how each influences the making of informed and reasoned decisions regarding TAOD use, Determine a cause and effect relationship regarding body system functions (i.e., muscular, excretory, nervous, digestive, circulatory, respiratory) and the use of ATOD (e.g., alcohol and impaired judgment, marijuana and short term memory loss, smoking and low birth weight babies), Develop an informed decision regarding the use of smoked and smokeless tobacco based on knowledge of short and long-term effects on the body, individual, and society, Determine the cause and effect relationship between the use of alcohol, tobacco, and other substances and emergency situations

Critical Issue Research
Project Storyboard & Script

Students will create a list of concepts to address in the video Project Students write a script that explains, describes, synthesizes the information related to the critical issue Students will create a document that explains how they used the concepts in the script Students will create a quiz that examines the knowledge and content learned from the script or video.

Use Chromebook to research and create required documents that support the critical issue video project
Students will Film the video footage to facilitate a final product for the critical issues video Project.

Project Feedback & Completion

https://drive.google.com/open?id=1qNA5fHa3NoUtD4kXT2iNh7EWfTe5a16jug0T3M-nuP0

Formulate scenarios that will illustrate potential problems or difficult situations

Critique personal behaviors and their cause and effect that relate to the following choices, Analyze how social, emotional, physical, and mental health affect wellness

Analyze and evaluate how the decision making process can help an individual in life situations, Examine the impact that peer pressure refusal skills have on self-perception and the perception of others, Analyze various techniques designed to enhance coping abilities and manage stress, Demonstrate strategies to prevent, manage, or report social problems related to abuse, exploitation, harassment, or bullying, Investigate resources available to cope with social problems related to abuse, exploitation, harassment, or bullying

Compare peer pressure to peer support and evaluate how each influences the making of informed and reasoned decisions regarding TAOD use, Determine a cause and effect relationship regarding body system functions (i.e., muscular, excretory, nervous, digestive, circulatory, respiratory) and the use of ATOD (e.g., alcohol and impaired judgment, marijuana and short term memory loss, smoking and low birth weight babies), Develop an informed decision regarding the use of smoked and smokeless tobacco based on knowledge of short and long-term effects on the body, individual, and society, Determine the cause and effect relationship between the use of alcohol, tobacco, and other substances and emergency situations

By the end of the period, the students will explore concepts and information related to the effects & consequences of the types of drugs By the end of the period, the students will explore concepts and information related to the characteristics & classification of Drugs

The Teacher will review concepts and information related to Tobacco (Pair-Share/Guided Notes)
Students will review Tobacco concepts by engaging in a Tobacco Quizlet
The Teacher will process the Alcohol Guided Notes
Students will be afforded time to edit Guided Notes
Students will review Alcohol concepts by engaging in an Alcohol Quizlet
If time remains, students will review and edit the Types of Drugs Guided Notes

https://drive.google.com/open?id=1Q0ygg4fjDL2x91V7awVxeq8fq7nl6zA0dtefalWPkM0

Determine a cause and effect relationship regarding body system functions (i.e., muscular, excretory, nervous, digestive, circulatory, respiratory) and the use of ATOD (e.g., alcohol and impaired judgment, marijuana and short term memory loss, smoking and low birth weight babies), Determine the cause and effect relationship between the use of alcohol, tobacco, and other substances and emergency situations

By the end of the period, the students will explore concepts and information related to the effects & consequences of the types of drugs By the end of the period, the students will explore concepts and information related to the characteristics & classification of Drugs

The Teacher will review concepts and information related to Tobacco (Pair-Share/Guided Notes)
Students will review Tobacco concepts by engaging in a Tobacco Quizlet
The Teacher will process the Alcohol Guided Notes
Students will be afforded time to edit Guided Notes
Students will review Alcohol concepts by engaging in an Alcohol Quizlet
If time remains, students will review and edit the Types of Drugs Guided Notes

QUIZLET Activity - See Below

Determine a cause and effect relationship regarding body system functions (i.e., muscular, excretory, nervous, digestive, circulatory, respiratory) and the use of ATOD (e.g., alcohol and impaired judgment, marijuana and short term memory loss, smoking and low birth weight babies), Develop an informed decision regarding the use of smoked and smokeless tobacco based on knowledge of short and long-term effects on the body, individual, and society, Determine the cause and effect relationship between the use of alcohol, tobacco, and other substances and emergency situations

SUBSTANCE ABUSE QUIZLETS
https://quizlet.com/34127501/drug-education-flash-cards/?i=2y8nnx&x=1jqW

https://quizlet.com/531393502/tobacco-flash-cards/?i=2y8nnx&x=1jqW

https://quizlet.com/13385659/alcohol-flash-cards/?i=2y8nnx&x=1jqW

By the end of the period, the students will explore concepts and information related to the effects & consequences of the types of drugs By the end of the period, the students will explore concepts and information related to the characteristics & classification of Drugs

The Teacher will process the Types of Drugs Guided Notes
Students will be afforded time to edit Guided Notes
Students will engage in the Quizlets that were posted as a review for the unit concepts.
The Teacher will engage in a class discussion related to Addiction
Define Addiction
Define Physical Dependence
Define Psychological Dependence
Quick ATOD Assessment
Consequences of Addition Discussion (Cards)

Define Addiction
Define Physical Dependence
Define Psychological Dependence
Quick ATOD Assessment
Consequences of Addition Discussion (Cards)

https://drive.google.com/open?id=1hq981z2POVQQkgnyb8ZZnjOxj26NN0KqIPho8Ta6keA

Compare peer pressure to peer support and evaluate how each influences the making of informed and reasoned decisions regarding TAOD use, Determine a cause and effect relationship regarding body system functions (i.e., muscular, excretory, nervous, digestive, circulatory, respiratory) and the use of ATOD (e.g., alcohol and impaired judgment, marijuana and short term memory loss, smoking and low birth weight babies), Develop an informed decision regarding the use of smoked and smokeless tobacco based on knowledge of short and long-term effects on the body, individual, and society, Determine the cause and effect relationship between the use of alcohol, tobacco, and other substances and emergency situations

By the end of the period, the students will explore concepts and information related to the effects & consequences of the types of drugs By the end of the period, the students will explore concepts and information related to the characteristics & classification of Drugs

The Teacher will process the Types of Drugs Guided Notes
Students will be afforded time to edit Guided Notes
Students will engage in the Quizlets that were posted as a review for the unit concepts.
The Teacher will engage in a class discussion related to Addiction

Define Addiction
Define Physical Dependence
Define Psychological Dependence
Quick ATOD Assessment
Consequences of Addition Discussion (Cards)

https://drive.google.com/open?id=1Pqz3Sj3BsjP1MMcRH7fcQ1WogB5_Q6E7o1jB_tG9Dn8

Compare peer pressure to peer support and evaluate how each influences the making of informed and reasoned decisions regarding TAOD use, Determine a cause and effect relationship regarding body system functions (i.e., muscular, excretory, nervous, digestive, circulatory, respiratory) and the use of ATOD (e.g., alcohol and impaired judgment, marijuana and short term memory loss, smoking and low birth weight babies), Develop an informed decision regarding the use of smoked and smokeless tobacco based on knowledge of short and long-term effects on the body, individual, and society, Determine the cause and effect relationship between the use of alcohol, tobacco, and other substances and emergency situations

Substance Abuse & Addiction

By the end of the period, the students will be evaluated on their knowledge and understanding of the concepts by taking the unit assessment

Students will be provided time to review the vocab & concepts of the unit.
Students will complete the Unit Assessment during the allotted class period.

https://drive.google.com/open?id=1ErMDg_Tf7J6cqOU4CyZL2aUnvd5aanPXVpHqWD3Q_Sc

Compare peer pressure to peer support and evaluate how each influences the making of informed and reasoned decisions regarding TAOD use, Determine a cause and effect relationship regarding body system functions (i.e., muscular, excretory, nervous, digestive, circulatory, respiratory) and the use of ATOD (e.g., alcohol and impaired judgment, marijuana and short term memory loss, smoking and low birth weight babies), Develop an informed decision regarding the use of smoked and smokeless tobacco based on knowledge of short and long-term effects on the body, individual, and society, Determine the cause and effect relationship between the use of alcohol, tobacco, and other substances and emergency situations

Unit Quizlets Posted on Google Classroom