Week 1:
Major Goals: Students will be learning the different health realms (physical, mental/ emotional, and social) and how the each effect their lives.
Mon. Objectives: Text books passed out and class expectations discussed.
Tues. Objectives: Students will be able to identify the 4 areas of health. Students will be able to explain how the four areas of
health affects their wellness.
Standards: 1.8.1 Analyze the relationship between healthy behaviors and personal health.
1.8.2 Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence.
1.8.8 Examine the likelihood of injury or illness if engaging in unhealthy behaviors.
1.8.9 Discuss the potential of serious injury or illness if engaging in unhealthy behaviors.
7.8.1 Explain the importance of assuming responsibility for personal health behaviors.
Assignment: Close read of Chapter 1 Lesson 1 pgs. (4-7)
Students will make an equilateral triangle and label each side "physical", "mental/emotional", and "social".
After labeling each side, students will list 5 ways they feel they have good health for each side of the triangle.
IE. 5 Ways they have good PHYSICAL HEALTH, 5 Ways they have good MENTAL/ EMOTIONAL HEALTH, and
5 Ways they have good SOCIAL HEALTH.
Wed. Objectives: Students will be able to identify the 4 areas of health. Students will be able to explain how the four areas of
health effects their wellness. Students will also be able to explain how heredity influences your health and how
the environment affects your health.
Standards: 1.8.3/ 2.8.1 The environment and one's family can influence health.
2.8.2 Culture can influence health beliefs, practices and behaviors.
2.8.3 Describe how peers can influence health and unhealthy behaviors.
2.8.4, 2.8.5, 2.8.6, 2.8.7, 2.8.8 School, media, technology, values and norms all influence our health.
Assignment: Health Triangles due Thursday 10/20
Close Read of Lesson 2 pgs 8-9.
Discussion of Traits that are hereditary. Good or bad examples.
Discuss number 4 in the "Lesson Review"
If time allows, students will research examples of negative impacts of the environment and how it affected the
people around them. EX: Chernobyl Disaster.
Thurs. Objectives: Students will be able to explain how heredity influences your health and how
the environment affects your health.
Standards: 1.8.3/ 2.8.1 The environment and one's family can influence health.
2.8.2 Culture can influence health beliefs, practices and behaviors.
2.8.3 Describe how peers can influence health and unhealthy behaviors.
2.8.4, 2.8.5, 2.8.6, 2.8.7, 2.8.8 School, media, technology, values and norms all influence our health.
Assignment: Discuss/Read Lesson 2 pgs. 8-9.
Discussion of Traits that are hereditary. Good or bad examples.
Discuss number 4 in the "Lesson Review"
Students will research examples of negative impacts of the environment and how it affected the
people around them. EX: Chernobyl Disaster.
Fri. TBA
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Mon. 10/24 Fall Break NO SCHOOL
Tues. 10/25 Objectives: Students will be able to explain how heredity influences your health and how
the environment affects your health.
Standards: 1.8.3/ 2.8.1 The environment and one's family can influence health.
2.8.2 Culture can influence health beliefs, practices and behaviors.
2.8.3 Describe how peers can influence health and unhealthy behaviors.
2.8.4, 2.8.5, 2.8.6, 2.8.7, 2.8.8 School, media, technology, values and norms all influence our health.
Assignment: Discuss/Read Lesson 2 pgs. 8-9.
Discussion of Traits that are hereditary. Good or bad examples.
Discuss number 4 in the "Lesson Review"
Students will research examples of negative impacts of the environment and how it affected the
people around them. EX: Chernobyl Disaster.
Wed. 10/26 Objectives: Students will be able to explain the relationship between your lifestyle and your health. Additionally,
students will be able to tell how to take control of their health and make responsible choices about their
health.
Standards: 1.8.6 How can appropriate health care promote personal health.
1.8.7 Describe benefits and barriers to practicing healthy behaviors.
5.8.6 Choose healthy alternatives over unhealthy alternatives when making a decision.
5.8.7 Analyze outcomes of health-related decisions.
Assignment: Students will be revising and adding to their natural disaster research. Collect before end of period.
Students will be reading lesson 3 pages 10-11.
Activity: Answer review questions 1-3 on page 11.
When finished, show Mr. Zacher your responses and finish work on "Natural Disasters"
Students will present disasters next day with pictures.
Thurs. 10/27 Objectives: Students will be able to explain the relationship between your lifestyle and your health. Additionally,
students will be able to tell how to take control of their health and make responsible choices about their
health.
Standards: 1.8.6 How can appropriate health care promote personal health.
1.8.7 Describe benefits and barriers to practicing healthy behaviors.
5.8.6 Choose healthy alternatives over unhealthy alternatives when making a decision.
5.8.7 Analyze outcomes of health-related decisions.
Assignment: Students will have an opportunity to share their research findings from the natural disaster they chose.
Discussion of Monday's assignment (Review questions 1-3)
Answer the following question in a paragraph:
"How might our attitude affect how we learn from our failures as we try to grow our minds?" Small Group Assignment:
Students will be placed in groups of 4 to brainstorm ideas that are either GOOD or BAD outcomes of choosing
to participate in Health Care Screening or not. Students should take into consideration personal health, health-
care cost, heredity and the environment as these are all concepts related to our current area of study.
Fri. 10/27 Objectives: Students will be able to explain the relationship between your lifestyle and your health. Additionally,
students will be able to tell how to take control of their health and make responsible choices about their
health.
Standards: 1.8.6 How can appropriate health care promote personal health.
1.8.7 Describe benefits and barriers to practicing healthy behaviors.
5.8.6 Choose healthy alternatives over unhealthy alternatives when making a decision.
5.8.7 Analyze outcomes of health-related decisions.
Assignment: (Continue small group assignment from Tuesday)
Students will be placed in groups to brainstorm ideas that are either GOOD or BAD outcomes of choosing
to participate in Health Care Screening or not. Students should take into consideration personal health, health-
care cost, heredity and the environment as these are all concepts related to our current area of study.
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This week under construction
Thurs. 8/25 Objectives: In Lesson 4, students will identify the 9 life skills that can improve your health. Students will also be able to
identify 4 ways that using life skills can help you.
Standards: 3.8.1 Analyze the validity of health information, products, and services.
4.8.1 Apply effective verbal and nonverbal communication skills to enhance health.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/Activity: Students will finish brainstorming activity on Health Care Screening.
We will read Lesson 4.
Discuss Lesson 4 the 9 Life Skills Friday.
Fri. 8/26 Objectives: In Lesson 4, students will identify the 9 life skills that can improve your health. Students will also be able to
identify 4 ways that using life skills can help you.
Standards: 3.8.1 Analyze the validity of health information, products, and services.
4.8.1 Apply effective verbal and nonverbal communication skills to enhance health.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/Activity: Students will finish brainstorming activity on Health Care Screening.
We will read Lesson 4 together in class.
Students will be placed in small groups to develop a health topic that is advocated to be healthy for us
and back it up with examples of research that demonstrates this.
(EX: Don't do drugs. If this were a topic, research would be presented on why it is important to not do drugs.)
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This week currently under construction.
Weekly Goals: Students will be finishing Chapter 1 Health and Wellness and will then enter Chapter 2 where we will be discussing
decision making and setting goals.
Mon. 1/18 No School
Tues. 1/19 Objectives: In Lesson 4, students will identify the 9 life skills that can improve your health. Students will also be able to
identify 4 ways that using life skills can help you.
Standards: 3.8.1 Analyze the validity of health information, products, and services.
4.8.1 Apply effective verbal and nonverbal communication skills to enhance health.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/Activity: Students will finish brainstorming activity on Health Care Screening.
We will read Lesson 4 together in class.
Discuss Lesson 4 the 9 Life Skills
Wed. 1/20 Objectives: In Lesson 4, students will identify the 9 life skills that can improve your health. Students will also be able to
identify 4 ways that using life skills can help you.
Standards: 3.8.1 Analyze the validity of health information, products, and services.
4.8.1 Apply effective verbal and nonverbal communication skills to enhance health.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/Activity: Students will finish brainstorming activity on Health Care Screening.
We will read Lesson 4 together in class.
Students will be placed in small groups to develop a health topic that is advocated to be healthy for us
and back it up with examples of research that demonstrates this.
(EX: Don't do drugs. If this were a topic, research would be presented on why it is important to not do drugs.)
Thurs. 1/21 Objectives: In Lesson 4, students will identify the 9 life skills that can improve your health. Students will also be able to
identify 4 ways that using life skills can help you.
Standards: 3.8.1 Analyze the validity of health information, products, and services.
4.8.1 Apply effective verbal and nonverbal communication skills to enhance health.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/Activity:
1. Students will be placed in small groups to develop a health topic that is advocated to be healthy for us
and back it up with examples of research that demonstrates this.
Fri. 1/22 Objectives: Students will be able to identify 3 things that influence decision making.
Students will be able to explain the difference between positive, neutral, and negative consequences.
Standards: 2.8.2 Describe the influence of culture on health beliefs, practices, and behaviors.
2.8.8 Explain the influence of personal values and beliefs on individual health practices and behaviors.
5.8.7 Analyze the outcomes of a health-related decision.
Assignment/ Activity:
- (EX: Don't do drugs. If this were a topic, research would be presented on why it is important to not do drugs
and relate it to the 9 life skills table on page 13 of the text book.)
2. Discuss Group work.
3. Students will complete the Chapter review on page 16, questions 1-17 due Wed.
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Week of January 25
Mon. 1/25 Objectives: Students will be able to identify 3 things that influence decision making.
Students will be able to explain the difference between positive, neutral, and negative consequences.
Standards: 2.8.2 Describe the influence of culture on health beliefs, practices, and behaviors.
2.8.8 Explain the influence of personal values and beliefs on individual health practices and behaviors.
5.8.7 Analyze the outcomes of a health-related decision.
Assignment/ Activity:
-Students are to read Ch. 2 Lesson 1
-After reading, students are to answer review questions 1-4 on page 23.
-On the same page as the review questions, students are to address the following in the form of a short
paragraph:
"Think of a time when you were faced with a decision to make and you knew the choice you were going with would have a negative consequence. Describe the situation in detail and describe why you went with the poor choice even though you knew the consequence would have a bad outcome."
Tues. 1/26 Objectives: Students will be able to identify 3 things that influence decision making.
Students will be able to explain the difference between positive, neutral, and negative consequences.
Standards: 2.8.2 Describe the influence of culture on health beliefs, practices, and behaviors.
2.8.8 Explain the influence of personal values and beliefs on individual health practices and behaviors.
5.8.7 Analyze the outcomes of a health-related decision.
Assignment/ Activity:
Discuss review questions and writing prompt from Wednesday and collect.
Students will be put into small groups to brainstorm ideas of recent decisions they have made and the
outcomes that occurred. For each decision and consequence, the students are to tell if was a good, bad, or
neutral outcome. Additionally, students are to label the consequence a short or long term consequence.
1. list the decision and outcome
2. Was the consequence good, bad, or neutral?
3. Was the consequence a long or short term consequence and why?
Wed. 1/27 Objectives: Students will be able to identify the 6 steps to the decision making process.
Students will be able to describe how values influence decisions.
Students will be able to explain the importance of predicting consequences.
Standards: 5.8.1 Identify circumstances that can help or hinder healthy decision making.
5.8.3 Distinguish when individual or collaborative decision making is appropriate.
5.8.6 Choose healthy alternatives over unhealthy alternatives when making a decision.
Assignment/ Activity: Students will read Chapter 2 Lesson 2 on the Decision Making Process.
When they finish, students will see Mr. Zacher for a quiz question from the reading. If they get it correct,
they will get their homework assignment over the chapter. If they answer incorrectly, they will need to
go back to their seats and study a little more and come back for another questions until they get it
correct. The activity sheet about decision making is due Thursday, January 28.
Thurs. 1/28 Objectives: Students will be able to identify the 6 steps to the decision making process.
Students will be able to describe how values influence decisions.
Students will be able to explain the importance of predicting consequences.
Standards: 5.8.1 Identify circumstances that can help or hinder healthy decision making.
5.8.3 Distinguish when individual or collaborative decision making is appropriate.
5.8.6 Choose healthy alternatives over unhealthy alternatives when making a decision.
Assignment/ Activity: Discuss Activity Sheet and collect.
Read Lesson 3 pgs. 28-31
Answer Review Questions 1-4 on page 31.
Fri. 1/29 Objectives: Students will be able to distinguish between positive and negative peer pressure. Students will also be able
to list 5 refusal skills and explain the importance of a support system.
Standards: 1.8.7 Describe the benefits of and barriers to practicing healthy behaviors.
2.8.3 Describe how peers influence healthy and unhealthy behaviors.
4.8.1 Apply effective verbal and nonverbal communication skills to enhance health.
4.8.2 Demonstrate refusal and negotiation skills that avoid or reduce health risk.
8.8.2 Demonstrate how to influence and support others to make positive health choices.
8.8.3 Work cooperatively to advocate for healthy individuals, families, and schools.
Assignment/ Activity: 1. Discuss Review Questions and collect.
2. Read Chapter 2 Lesson 4 pages 32-35.
3. When you are finished, write a short paragraph describing a long term goal of yours and why it is
important to you. Then make a list of 5 short term goals and the time frame in which you plan on
achieving them.
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Week of Feb. 2, 2016
Weekly Goals:
Mon. 2/1 Objectives: Students will be able describe how your interests and values influence your goals.
Students will be able to identify 4 resources available for working toward one's goal.
Students will be able to explain the importance of measuring and rewarding your progress towards meeting a
goal and why changing a goal is sometimes okay.
Standards: 6.8.2 Develop a goal to adopt, maintain, or improve a personal health practice.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/ Activity: 1. Discuss Tuesday's writing and collect.
2. Read as a class, Lesson 5 pages 36-39.
Tues. 2/2 Objectives: Students will be able describe how your interests and values influence your goals.
Students will be able to identify 4 resources available for working toward one's goal.
Students will be able to explain the importance of measuring and rewarding your progress towards meeting a
goal and why changing a goal is sometimes okay.
Standards: 6.8.2 Develop a goal to adopt, maintain, or improve a personal health practice.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/ Activity: 1. Discuss Lesson 5 pages 36-39.
2. Discuss the schedule for the rest of the week.
3. Activity: "Chapter Test" assigned as review. Students can use their book to answer.
Wed. 2/3 Objectives: Prepare for test on Thursday.
Assignment/ Activities: Discuss Chapter Test Review activity and rules to "Battleship".
Thurs. 2/4 Objectives: Students will answers as many questions as they can in a review game of "Battleship".
Standards: All standards from the beginning of the unit will be reviewed and tested.
Assignment/ Activity: Students will be participating in an in-class review.
Fri. 2/5 Objectives: Students will be testing over unit 1, Physical, Mental, Social, and Emotional Health as well as Goal Setting.
Standards: All standards covered since August 13.
Assignment/ Activity: Students will be taking Unit 1 Test.
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Week of Feb. 8
Mon-Thurs Watched the Disney Movie, "The Miracle" as a follow up to having played floor hockey with all classes, either before or after
the holiday break.
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Week of Feb. 16, 2016
Weekly Goals: Students will start a new unit on Safety and Health. It will encompass topics such as home safety, personal safety,
emergencies and natural disasters. In addition to the new unit, students will meet with Mr. Zacher to go over their
current grade.
Tues. 2/16 Objectives: Students will be able to describe 3 accidents that happen at home.
Students will describe 5 ways to stay safe when you cycle or skate.
Students will be able to list 3 ways to stay safe in a vehicle.
Standards: 1.8.9 Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors.
2.8.10 Explain how school and public health policies can influence health promotion and disease prevention.
7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others.
Assignment/ Activities: Students will answer the Bellringer on page 326 to start class. Describe an accident around their
house and what could have been done to prevent it.
Students will read together as a class Chapter 15 Lesson 1.
Students will then answer questions 1-5 on page 329.
Students will also be meeting with Mr. Zacher and reviewing their current grade.
Wed. 2/17 Objectives: Students will be able to list 5 causes of violence.
Students will be able to list 4 ways to avoid violence in school.
Standards: 2.8.4 Analyze how the school and community can affect personal health practices and behaviors.
7.8.2 Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others.
Assignment/ Activities: Students will discuss the review questions from Monday.
Students will read Chapter 15 Lesson 2 pgs. 330-331.
Students will add review questions 1-4 on page 331 to the questions from Monday.
Students will create a "Safety at School" poster on computer paper demonstrating a positive way
or method to prevent violence at school or to promote safety at school.
The poster should contain the following:
1. Title
2. Creative slogan or quote
3. Picture depicting the theme
4. Color
5. Neatness and creativity is crucial.
Thurs. 2/18 Objectives: Students will be able to list 5 causes of violence.
Students will be able to list 4 ways to avoid violence in school.
Standards: 2.8.4 Analyze how the school and community can affect personal health practices and behaviors.
7.8.2 Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others.
Assignment/ Activities: Students will discuss the review questions from Tuesday.
Students will work on their "Safety at School" poster demonstrating a positive way
or method to prevent violence at school or to promote safety at school.
Fri. 2/19 Objectives:
Students will be able to list 7 ways to protect one's self from accidental injury.
Students will be able to describe how the 7 safety rules protect you from injury.
Standards: 1.8.8 Examine the likelihood of injury or illness if engaging in unhealthy behaviors.
4.8.2 Demonstrate refusal and negotiation skills that avoid or reduce health risks.
5.8.4 Distinguish between healthy and unhealthy alternatives to health-related issues or problems.
Assignments/ Activities:
Students may work on their "Safety at School" posters after class discussion.
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Week of Feb. 22, 2016
Weekly Goals: Students will be spending a lot of time putting together a keynote presentation on different topics related to water safety.
Students will also be finishing up Unit 2 and getting ready for another unit test.
Mon. 2/22 Objectives: Students will be able to explain why a life jacket is important. Students will be able to list seven ways to stay safe
while swimming and/or diving. Students will be able to list four ways to avoid drowning. Students will be able to
describe the water survival float.
Standards: 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/Activities: review lesson 3 objectives
1. Students will read lesson 4 and answer review questions 1-5 on page 339.
2. When finished, students may work on their "Safety at School" posters. Due Tuesday.
Tues. 2/23 Objectives: Students will be able to explain why a life jacket is important. Students will be able to list seven ways to stay safe
while swimming and/or diving. Students will be able to list four ways to avoid drowning. Students will be able to
describe the water survival float.
Standards: 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/Activities: Students will turn in their "Safety at School" posters.
Students will discuss lesson 4 objectives/questions.
Students will work in groups on a keynote presentation on a water safety topic.
Topics include:
1. What does it take to be a lifeguard?
2. How does one become trained as a member of the Coast Guard?
3. Research rip currents and how can one survive being caught in one?
4. Research white water rafting and kayaking and the safety that is involved in participating in the sport.
5. Research the Titanic Catastrophe and how improved safety measures may have improved the survival rate.
6. Research deep sea and scuba diving. Safety involved, how to, etc.
The presentations will be graded on:
1. A title slide
2. Minimum of 10 informative slides including graphs, charts, information and other data or pictures.
3. Students may incorporate a short video. (Not included in your time)
4. Students may incorporate an interactive activity with the class.
5. Must have 1 slide dedicated to works cited.
6. Presentation must be a minimum of 5 minutes and a max of 10 minutes.
7. I will be looking for organization, confidence and knowledge of material, and how
the groups "sell" their material to the rest of the class.
8. Project is worth 100 points.
Wed. 2/24 School Cancelled
Thurs. 2/25 School Cancelled
Fri. 2/26 Discussed/ Answered Questions about E-Learning
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Mon. 2/29 Objectives: Students will be working on their group projects on water safety. Students will research given topics related to
lesson 4 objectives.
Standards: 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/Activities: Students will work in groups on a keynote presentation on a water safety topic.
Topics include:
1. What does it take to be a lifeguard?
2. How does one become trained as a member of the Coast Guard?
3. Research rip currents and how can one survive being caught in one?
4. Research white water rafting and the safety that is involved in participating in the sport.
5. Research the Titanic Catastrophe and how improved safety measures may have improved the survival rate.
6. Research deep sea and scuba diving. Safety involved, how to, etc.
Tues. 3/1 Objectives: Students will be able to list 3 ways to learn of weather emergencies.
Students will be able to describe 5 events that can result in natural disasters.
Standards: 1.8.1 Analyze the relationship between healthy behaviors and personal health.
Assignment/ Activity: Students will be made aware of the possibility of an e-learning day on Thursday due to weather.
As a class, students will read Lesson 5 "Weather Emergencies and Natural Disasters" pg. 340
If time allows, students will be able to get in their groups and work on their research topics.
Wed. 3/2 Objectives: Students will be working on their group projects on water safety. Students will research given topics related to
lesson 4 objectives.
Standards: 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/Activities: Students will work in groups on a keynote presentation on a water safety topic.
Topics include:
1. What does it take to be a lifeguard?
2. How does one become trained as a member of the Coast Guard?
3. Research rip currents and how can one survive being caught in one?
4. Research white water rafting and the safety that is involved in participating in the sport.
5. Research the Titanic Catastrophe and how improved safety measures may have improved the survival rate.
6. Research deep sea and scuba diving. Safety involved, how to, etc.
Thurs. 3/3 Objectives: Students will be working on their group projects on water safety. Students will research given topics related to
lesson 4 objectives.
Standards: 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/Activities: Students will work in groups on a keynote presentation on a water safety topic.
Topics include:
1. What does it take to be a lifeguard?
2. How does one become trained as a member of the Coast Guard?
3. Research rip currents and how can one survive being caught in one?
4. Research white water rafting and the safety that is involved in participating in the sport.
5. Research the Titanic Catastrophe and how improved safety measures may have improved the survival rate.
6. Research deep sea and scuba diving. Safety involved, how to, etc.
Fri. 2/26 Activity: Students will watch the video on emergencies by "The American Red Cross".
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Weekly Activities adjusted due to testing
Week of Feb. 29, 2016
Weekly Goals: Students will be preparing to test and finishing up and presenting their keynote projects over safety.
Mon. 2/29 Finish "American Red Cross Video"
Tues. 3/1 Objectives: Students will present their keynote projects over their given research assignment related to our current
unit of study.
Standards: 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/Activities: Students will present their keynote projects over their given water safety topic.
Topics include:
1. What does it take to be a lifeguard?
2. How does one become trained as a member of the Coast Guard?
3. Research rip currents and how can one survive being caught in one?
4. Research white water rafting and the safety that is involved in participating in the sport.
5. Research the Titanic Catastrophe and how improved safety measures may have improved the survival rate.
Wed. 3/2 Objectives: Students will present their keynote projects over their given research assignment related to our current
unit of study.
Standards: 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/Activities: Students will present their keynote projects over their given water safety topic.
Topics include:
1. What does it take to be a lifeguard?
2. How does one become trained as a member of the Coast Guard?
3. Research rip currents and how can one survive being caught in one?
4. Research white water rafting and the safety that is involved in participating in the sport.
5. Research the Titanic Catastrophe and how improved safety measures may have improved the survival rate.
Thurs. 3/3 Objectives: Students will present their keynote projects over their given research assignment related to our current
unit of study.
Standards: 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/Activities: Students will present their keynote projects over their given water safety topic.
Topics include:
1. What does it take to be a lifeguard?
2. How does one become trained as a member of the Coast Guard?
3. Research rip currents and how can one survive being caught in one?
4. Research white water rafting and the safety that is involved in participating in the sport.
5. Research the Titanic Catastrophe and how improved safety measures may have improved the survival rate.
Friday 3/4 Objectives: Students will present their keynote projects over their given research assignment related to our current
unit of study.
Standards: 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/Activities: Students will present their keynote projects over their given water safety topic.
Topics include:
1. What does it take to be a lifeguard?
2. How does one become trained as a member of the Coast Guard?
3. Research rip currents and how can one survive being caught in one?
4. Research white water rafting and the safety that is involved in participating in the sport.
5. Research the Titanic Catastrophe and how improved safety measures may have improved the survival rate.
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Weekly Lessons March 7 adjusted due to testing.
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Week of March 14
Weekly Goals: Test, finish any presentations, start next unit.
Mon. 3/14 Objective: Students will compete in a "Battleship" review game in preparing for the Unit 2 test over Safety at home, water
safety, and safety during natural disasters.
Standards: All standards covered to this point in unit 2.
Activities/ Assignments: Students will be reminded of missing assignments.
Students will play "Battleship" Review.
Tues. 3/15 Objectives: Students will test over Unit 2 Safety at Home, School, Water and during Natural Disasters.
Standards: All standards previously listed during unit 2.
Activities/ Assignments: Students will complete Unit 2 test.
Wed. 3/16 (Make up Tests/ Activity Day in the gym)
Thurs. 3/17 Activity Day in the gym
Fri. 3/18 No School (Spring Break)
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Week of
Major Goals: Students will be learning the different health realms (physical, mental/ emotional, and social) and how the each effect their lives.
Mon. Objectives: Text books passed out and class expectations discussed.
Tues. Objectives: Students will be able to identify the 4 areas of health. Students will be able to explain how the four areas of
health affects their wellness.
Standards: 1.8.1 Analyze the relationship between healthy behaviors and personal health.
1.8.2 Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence.
1.8.8 Examine the likelihood of injury or illness if engaging in unhealthy behaviors.
1.8.9 Discuss the potential of serious injury or illness if engaging in unhealthy behaviors.
7.8.1 Explain the importance of assuming responsibility for personal health behaviors.
Assignment: Close read of Chapter 1 Lesson 1 pgs. (4-7)
Students will make an equilateral triangle and label each side "physical", "mental/emotional", and "social".
After labeling each side, students will list 5 ways they feel they have good health for each side of the triangle.
IE. 5 Ways they have good PHYSICAL HEALTH, 5 Ways they have good MENTAL/ EMOTIONAL HEALTH, and
5 Ways they have good SOCIAL HEALTH.
Wed. Objectives: Students will be able to identify the 4 areas of health. Students will be able to explain how the four areas of
health effects their wellness. Students will also be able to explain how heredity influences your health and how
the environment affects your health.
Standards: 1.8.3/ 2.8.1 The environment and one's family can influence health.
2.8.2 Culture can influence health beliefs, practices and behaviors.
2.8.3 Describe how peers can influence health and unhealthy behaviors.
2.8.4, 2.8.5, 2.8.6, 2.8.7, 2.8.8 School, media, technology, values and norms all influence our health.
Assignment: Health Triangles due Thursday 10/20
Close Read of Lesson 2 pgs 8-9.
Discussion of Traits that are hereditary. Good or bad examples.
Discuss number 4 in the "Lesson Review"
If time allows, students will research examples of negative impacts of the environment and how it affected the
people around them. EX: Chernobyl Disaster.
Thurs. Objectives: Students will be able to explain how heredity influences your health and how
the environment affects your health.
Standards: 1.8.3/ 2.8.1 The environment and one's family can influence health.
2.8.2 Culture can influence health beliefs, practices and behaviors.
2.8.3 Describe how peers can influence health and unhealthy behaviors.
2.8.4, 2.8.5, 2.8.6, 2.8.7, 2.8.8 School, media, technology, values and norms all influence our health.
Assignment: Discuss/Read Lesson 2 pgs. 8-9.
Discussion of Traits that are hereditary. Good or bad examples.
Discuss number 4 in the "Lesson Review"
Students will research examples of negative impacts of the environment and how it affected the
people around them. EX: Chernobyl Disaster.
Fri. TBA
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Mon. 10/24 Fall Break NO SCHOOL
Tues. 10/25 Objectives: Students will be able to explain how heredity influences your health and how
the environment affects your health.
Standards: 1.8.3/ 2.8.1 The environment and one's family can influence health.
2.8.2 Culture can influence health beliefs, practices and behaviors.
2.8.3 Describe how peers can influence health and unhealthy behaviors.
2.8.4, 2.8.5, 2.8.6, 2.8.7, 2.8.8 School, media, technology, values and norms all influence our health.
Assignment: Discuss/Read Lesson 2 pgs. 8-9.
Discussion of Traits that are hereditary. Good or bad examples.
Discuss number 4 in the "Lesson Review"
Students will research examples of negative impacts of the environment and how it affected the
people around them. EX: Chernobyl Disaster.
Wed. 10/26 Objectives: Students will be able to explain the relationship between your lifestyle and your health. Additionally,
students will be able to tell how to take control of their health and make responsible choices about their
health.
Standards: 1.8.6 How can appropriate health care promote personal health.
1.8.7 Describe benefits and barriers to practicing healthy behaviors.
5.8.6 Choose healthy alternatives over unhealthy alternatives when making a decision.
5.8.7 Analyze outcomes of health-related decisions.
Assignment: Students will be revising and adding to their natural disaster research. Collect before end of period.
Students will be reading lesson 3 pages 10-11.
Activity: Answer review questions 1-3 on page 11.
When finished, show Mr. Zacher your responses and finish work on "Natural Disasters"
Students will present disasters next day with pictures.
Thurs. 10/27 Objectives: Students will be able to explain the relationship between your lifestyle and your health. Additionally,
students will be able to tell how to take control of their health and make responsible choices about their
health.
Standards: 1.8.6 How can appropriate health care promote personal health.
1.8.7 Describe benefits and barriers to practicing healthy behaviors.
5.8.6 Choose healthy alternatives over unhealthy alternatives when making a decision.
5.8.7 Analyze outcomes of health-related decisions.
Assignment: Students will have an opportunity to share their research findings from the natural disaster they chose.
Discussion of Monday's assignment (Review questions 1-3)
Answer the following question in a paragraph:
"How might our attitude affect how we learn from our failures as we try to grow our minds?" Small Group Assignment:
Students will be placed in groups of 4 to brainstorm ideas that are either GOOD or BAD outcomes of choosing
to participate in Health Care Screening or not. Students should take into consideration personal health, health-
care cost, heredity and the environment as these are all concepts related to our current area of study.
Fri. 10/27 Objectives: Students will be able to explain the relationship between your lifestyle and your health. Additionally,
students will be able to tell how to take control of their health and make responsible choices about their
health.
Standards: 1.8.6 How can appropriate health care promote personal health.
1.8.7 Describe benefits and barriers to practicing healthy behaviors.
5.8.6 Choose healthy alternatives over unhealthy alternatives when making a decision.
5.8.7 Analyze outcomes of health-related decisions.
Assignment: (Continue small group assignment from Tuesday)
Students will be placed in groups to brainstorm ideas that are either GOOD or BAD outcomes of choosing
to participate in Health Care Screening or not. Students should take into consideration personal health, health-
care cost, heredity and the environment as these are all concepts related to our current area of study.
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This week under construction
Thurs. 8/25 Objectives: In Lesson 4, students will identify the 9 life skills that can improve your health. Students will also be able to
identify 4 ways that using life skills can help you.
Standards: 3.8.1 Analyze the validity of health information, products, and services.
4.8.1 Apply effective verbal and nonverbal communication skills to enhance health.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/Activity: Students will finish brainstorming activity on Health Care Screening.
We will read Lesson 4.
Discuss Lesson 4 the 9 Life Skills Friday.
Fri. 8/26 Objectives: In Lesson 4, students will identify the 9 life skills that can improve your health. Students will also be able to
identify 4 ways that using life skills can help you.
Standards: 3.8.1 Analyze the validity of health information, products, and services.
4.8.1 Apply effective verbal and nonverbal communication skills to enhance health.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/Activity: Students will finish brainstorming activity on Health Care Screening.
We will read Lesson 4 together in class.
Students will be placed in small groups to develop a health topic that is advocated to be healthy for us
and back it up with examples of research that demonstrates this.
(EX: Don't do drugs. If this were a topic, research would be presented on why it is important to not do drugs.)
____________________________________________________________________________________________________________________________________________
This week currently under construction.
Weekly Goals: Students will be finishing Chapter 1 Health and Wellness and will then enter Chapter 2 where we will be discussing
decision making and setting goals.
Mon. 1/18 No School
Tues. 1/19 Objectives: In Lesson 4, students will identify the 9 life skills that can improve your health. Students will also be able to
identify 4 ways that using life skills can help you.
Standards: 3.8.1 Analyze the validity of health information, products, and services.
4.8.1 Apply effective verbal and nonverbal communication skills to enhance health.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/Activity: Students will finish brainstorming activity on Health Care Screening.
We will read Lesson 4 together in class.
Discuss Lesson 4 the 9 Life Skills
Wed. 1/20 Objectives: In Lesson 4, students will identify the 9 life skills that can improve your health. Students will also be able to
identify 4 ways that using life skills can help you.
Standards: 3.8.1 Analyze the validity of health information, products, and services.
4.8.1 Apply effective verbal and nonverbal communication skills to enhance health.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/Activity: Students will finish brainstorming activity on Health Care Screening.
We will read Lesson 4 together in class.
Students will be placed in small groups to develop a health topic that is advocated to be healthy for us
and back it up with examples of research that demonstrates this.
(EX: Don't do drugs. If this were a topic, research would be presented on why it is important to not do drugs.)
Thurs. 1/21 Objectives: In Lesson 4, students will identify the 9 life skills that can improve your health. Students will also be able to
identify 4 ways that using life skills can help you.
Standards: 3.8.1 Analyze the validity of health information, products, and services.
4.8.1 Apply effective verbal and nonverbal communication skills to enhance health.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/Activity:
1. Students will be placed in small groups to develop a health topic that is advocated to be healthy for us
and back it up with examples of research that demonstrates this.
Fri. 1/22 Objectives: Students will be able to identify 3 things that influence decision making.
Students will be able to explain the difference between positive, neutral, and negative consequences.
Standards: 2.8.2 Describe the influence of culture on health beliefs, practices, and behaviors.
2.8.8 Explain the influence of personal values and beliefs on individual health practices and behaviors.
5.8.7 Analyze the outcomes of a health-related decision.
Assignment/ Activity:
- (EX: Don't do drugs. If this were a topic, research would be presented on why it is important to not do drugs
and relate it to the 9 life skills table on page 13 of the text book.)
2. Discuss Group work.
3. Students will complete the Chapter review on page 16, questions 1-17 due Wed.
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Week of January 25
Mon. 1/25 Objectives: Students will be able to identify 3 things that influence decision making.
Students will be able to explain the difference between positive, neutral, and negative consequences.
Standards: 2.8.2 Describe the influence of culture on health beliefs, practices, and behaviors.
2.8.8 Explain the influence of personal values and beliefs on individual health practices and behaviors.
5.8.7 Analyze the outcomes of a health-related decision.
Assignment/ Activity:
-Students are to read Ch. 2 Lesson 1
-After reading, students are to answer review questions 1-4 on page 23.
-On the same page as the review questions, students are to address the following in the form of a short
paragraph:
"Think of a time when you were faced with a decision to make and you knew the choice you were going with would have a negative consequence. Describe the situation in detail and describe why you went with the poor choice even though you knew the consequence would have a bad outcome."
Tues. 1/26 Objectives: Students will be able to identify 3 things that influence decision making.
Students will be able to explain the difference between positive, neutral, and negative consequences.
Standards: 2.8.2 Describe the influence of culture on health beliefs, practices, and behaviors.
2.8.8 Explain the influence of personal values and beliefs on individual health practices and behaviors.
5.8.7 Analyze the outcomes of a health-related decision.
Assignment/ Activity:
Discuss review questions and writing prompt from Wednesday and collect.
Students will be put into small groups to brainstorm ideas of recent decisions they have made and the
outcomes that occurred. For each decision and consequence, the students are to tell if was a good, bad, or
neutral outcome. Additionally, students are to label the consequence a short or long term consequence.
1. list the decision and outcome
2. Was the consequence good, bad, or neutral?
3. Was the consequence a long or short term consequence and why?
Wed. 1/27 Objectives: Students will be able to identify the 6 steps to the decision making process.
Students will be able to describe how values influence decisions.
Students will be able to explain the importance of predicting consequences.
Standards: 5.8.1 Identify circumstances that can help or hinder healthy decision making.
5.8.3 Distinguish when individual or collaborative decision making is appropriate.
5.8.6 Choose healthy alternatives over unhealthy alternatives when making a decision.
Assignment/ Activity: Students will read Chapter 2 Lesson 2 on the Decision Making Process.
When they finish, students will see Mr. Zacher for a quiz question from the reading. If they get it correct,
they will get their homework assignment over the chapter. If they answer incorrectly, they will need to
go back to their seats and study a little more and come back for another questions until they get it
correct. The activity sheet about decision making is due Thursday, January 28.
Thurs. 1/28 Objectives: Students will be able to identify the 6 steps to the decision making process.
Students will be able to describe how values influence decisions.
Students will be able to explain the importance of predicting consequences.
Standards: 5.8.1 Identify circumstances that can help or hinder healthy decision making.
5.8.3 Distinguish when individual or collaborative decision making is appropriate.
5.8.6 Choose healthy alternatives over unhealthy alternatives when making a decision.
Assignment/ Activity: Discuss Activity Sheet and collect.
Read Lesson 3 pgs. 28-31
Answer Review Questions 1-4 on page 31.
Fri. 1/29 Objectives: Students will be able to distinguish between positive and negative peer pressure. Students will also be able
to list 5 refusal skills and explain the importance of a support system.
Standards: 1.8.7 Describe the benefits of and barriers to practicing healthy behaviors.
2.8.3 Describe how peers influence healthy and unhealthy behaviors.
4.8.1 Apply effective verbal and nonverbal communication skills to enhance health.
4.8.2 Demonstrate refusal and negotiation skills that avoid or reduce health risk.
8.8.2 Demonstrate how to influence and support others to make positive health choices.
8.8.3 Work cooperatively to advocate for healthy individuals, families, and schools.
Assignment/ Activity: 1. Discuss Review Questions and collect.
2. Read Chapter 2 Lesson 4 pages 32-35.
3. When you are finished, write a short paragraph describing a long term goal of yours and why it is
important to you. Then make a list of 5 short term goals and the time frame in which you plan on
achieving them.
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Week of Feb. 2, 2016
Weekly Goals:
Mon. 2/1 Objectives: Students will be able describe how your interests and values influence your goals.
Students will be able to identify 4 resources available for working toward one's goal.
Students will be able to explain the importance of measuring and rewarding your progress towards meeting a
goal and why changing a goal is sometimes okay.
Standards: 6.8.2 Develop a goal to adopt, maintain, or improve a personal health practice.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/ Activity: 1. Discuss Tuesday's writing and collect.
2. Read as a class, Lesson 5 pages 36-39.
Tues. 2/2 Objectives: Students will be able describe how your interests and values influence your goals.
Students will be able to identify 4 resources available for working toward one's goal.
Students will be able to explain the importance of measuring and rewarding your progress towards meeting a
goal and why changing a goal is sometimes okay.
Standards: 6.8.2 Develop a goal to adopt, maintain, or improve a personal health practice.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/ Activity: 1. Discuss Lesson 5 pages 36-39.
2. Discuss the schedule for the rest of the week.
3. Activity: "Chapter Test" assigned as review. Students can use their book to answer.
Wed. 2/3 Objectives: Prepare for test on Thursday.
Assignment/ Activities: Discuss Chapter Test Review activity and rules to "Battleship".
Thurs. 2/4 Objectives: Students will answers as many questions as they can in a review game of "Battleship".
Standards: All standards from the beginning of the unit will be reviewed and tested.
Assignment/ Activity: Students will be participating in an in-class review.
Fri. 2/5 Objectives: Students will be testing over unit 1, Physical, Mental, Social, and Emotional Health as well as Goal Setting.
Standards: All standards covered since August 13.
Assignment/ Activity: Students will be taking Unit 1 Test.
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Week of Feb. 8
Mon-Thurs Watched the Disney Movie, "The Miracle" as a follow up to having played floor hockey with all classes, either before or after
the holiday break.
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Week of Feb. 16, 2016
Weekly Goals: Students will start a new unit on Safety and Health. It will encompass topics such as home safety, personal safety,
emergencies and natural disasters. In addition to the new unit, students will meet with Mr. Zacher to go over their
current grade.
Tues. 2/16 Objectives: Students will be able to describe 3 accidents that happen at home.
Students will describe 5 ways to stay safe when you cycle or skate.
Students will be able to list 3 ways to stay safe in a vehicle.
Standards: 1.8.9 Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors.
2.8.10 Explain how school and public health policies can influence health promotion and disease prevention.
7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others.
Assignment/ Activities: Students will answer the Bellringer on page 326 to start class. Describe an accident around their
house and what could have been done to prevent it.
Students will read together as a class Chapter 15 Lesson 1.
Students will then answer questions 1-5 on page 329.
Students will also be meeting with Mr. Zacher and reviewing their current grade.
Wed. 2/17 Objectives: Students will be able to list 5 causes of violence.
Students will be able to list 4 ways to avoid violence in school.
Standards: 2.8.4 Analyze how the school and community can affect personal health practices and behaviors.
7.8.2 Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others.
Assignment/ Activities: Students will discuss the review questions from Monday.
Students will read Chapter 15 Lesson 2 pgs. 330-331.
Students will add review questions 1-4 on page 331 to the questions from Monday.
Students will create a "Safety at School" poster on computer paper demonstrating a positive way
or method to prevent violence at school or to promote safety at school.
The poster should contain the following:
1. Title
2. Creative slogan or quote
3. Picture depicting the theme
4. Color
5. Neatness and creativity is crucial.
Thurs. 2/18 Objectives: Students will be able to list 5 causes of violence.
Students will be able to list 4 ways to avoid violence in school.
Standards: 2.8.4 Analyze how the school and community can affect personal health practices and behaviors.
7.8.2 Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others.
Assignment/ Activities: Students will discuss the review questions from Tuesday.
Students will work on their "Safety at School" poster demonstrating a positive way
or method to prevent violence at school or to promote safety at school.
Fri. 2/19 Objectives:
Students will be able to list 7 ways to protect one's self from accidental injury.
Students will be able to describe how the 7 safety rules protect you from injury.
Standards: 1.8.8 Examine the likelihood of injury or illness if engaging in unhealthy behaviors.
4.8.2 Demonstrate refusal and negotiation skills that avoid or reduce health risks.
5.8.4 Distinguish between healthy and unhealthy alternatives to health-related issues or problems.
Assignments/ Activities:
Students may work on their "Safety at School" posters after class discussion.
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Week of Feb. 22, 2016
Weekly Goals: Students will be spending a lot of time putting together a keynote presentation on different topics related to water safety.
Students will also be finishing up Unit 2 and getting ready for another unit test.
Mon. 2/22 Objectives: Students will be able to explain why a life jacket is important. Students will be able to list seven ways to stay safe
while swimming and/or diving. Students will be able to list four ways to avoid drowning. Students will be able to
describe the water survival float.
Standards: 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/Activities: review lesson 3 objectives
1. Students will read lesson 4 and answer review questions 1-5 on page 339.
2. When finished, students may work on their "Safety at School" posters. Due Tuesday.
Tues. 2/23 Objectives: Students will be able to explain why a life jacket is important. Students will be able to list seven ways to stay safe
while swimming and/or diving. Students will be able to list four ways to avoid drowning. Students will be able to
describe the water survival float.
Standards: 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/Activities: Students will turn in their "Safety at School" posters.
Students will discuss lesson 4 objectives/questions.
Students will work in groups on a keynote presentation on a water safety topic.
Topics include:
1. What does it take to be a lifeguard?
2. How does one become trained as a member of the Coast Guard?
3. Research rip currents and how can one survive being caught in one?
4. Research white water rafting and kayaking and the safety that is involved in participating in the sport.
5. Research the Titanic Catastrophe and how improved safety measures may have improved the survival rate.
6. Research deep sea and scuba diving. Safety involved, how to, etc.
The presentations will be graded on:
1. A title slide
2. Minimum of 10 informative slides including graphs, charts, information and other data or pictures.
3. Students may incorporate a short video. (Not included in your time)
4. Students may incorporate an interactive activity with the class.
5. Must have 1 slide dedicated to works cited.
6. Presentation must be a minimum of 5 minutes and a max of 10 minutes.
7. I will be looking for organization, confidence and knowledge of material, and how
the groups "sell" their material to the rest of the class.
8. Project is worth 100 points.
Wed. 2/24 School Cancelled
Thurs. 2/25 School Cancelled
Fri. 2/26 Discussed/ Answered Questions about E-Learning
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Mon. 2/29 Objectives: Students will be working on their group projects on water safety. Students will research given topics related to
lesson 4 objectives.
Standards: 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/Activities: Students will work in groups on a keynote presentation on a water safety topic.
Topics include:
1. What does it take to be a lifeguard?
2. How does one become trained as a member of the Coast Guard?
3. Research rip currents and how can one survive being caught in one?
4. Research white water rafting and the safety that is involved in participating in the sport.
5. Research the Titanic Catastrophe and how improved safety measures may have improved the survival rate.
6. Research deep sea and scuba diving. Safety involved, how to, etc.
Tues. 3/1 Objectives: Students will be able to list 3 ways to learn of weather emergencies.
Students will be able to describe 5 events that can result in natural disasters.
Standards: 1.8.1 Analyze the relationship between healthy behaviors and personal health.
Assignment/ Activity: Students will be made aware of the possibility of an e-learning day on Thursday due to weather.
As a class, students will read Lesson 5 "Weather Emergencies and Natural Disasters" pg. 340
If time allows, students will be able to get in their groups and work on their research topics.
Wed. 3/2 Objectives: Students will be working on their group projects on water safety. Students will research given topics related to
lesson 4 objectives.
Standards: 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/Activities: Students will work in groups on a keynote presentation on a water safety topic.
Topics include:
1. What does it take to be a lifeguard?
2. How does one become trained as a member of the Coast Guard?
3. Research rip currents and how can one survive being caught in one?
4. Research white water rafting and the safety that is involved in participating in the sport.
5. Research the Titanic Catastrophe and how improved safety measures may have improved the survival rate.
6. Research deep sea and scuba diving. Safety involved, how to, etc.
Thurs. 3/3 Objectives: Students will be working on their group projects on water safety. Students will research given topics related to
lesson 4 objectives.
Standards: 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/Activities: Students will work in groups on a keynote presentation on a water safety topic.
Topics include:
1. What does it take to be a lifeguard?
2. How does one become trained as a member of the Coast Guard?
3. Research rip currents and how can one survive being caught in one?
4. Research white water rafting and the safety that is involved in participating in the sport.
5. Research the Titanic Catastrophe and how improved safety measures may have improved the survival rate.
6. Research deep sea and scuba diving. Safety involved, how to, etc.
Fri. 2/26 Activity: Students will watch the video on emergencies by "The American Red Cross".
________________________________________________________________________________________________________________________________________________________
Weekly Activities adjusted due to testing
Week of Feb. 29, 2016
Weekly Goals: Students will be preparing to test and finishing up and presenting their keynote projects over safety.
Mon. 2/29 Finish "American Red Cross Video"
Tues. 3/1 Objectives: Students will present their keynote projects over their given research assignment related to our current
unit of study.
Standards: 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/Activities: Students will present their keynote projects over their given water safety topic.
Topics include:
1. What does it take to be a lifeguard?
2. How does one become trained as a member of the Coast Guard?
3. Research rip currents and how can one survive being caught in one?
4. Research white water rafting and the safety that is involved in participating in the sport.
5. Research the Titanic Catastrophe and how improved safety measures may have improved the survival rate.
Wed. 3/2 Objectives: Students will present their keynote projects over their given research assignment related to our current
unit of study.
Standards: 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/Activities: Students will present their keynote projects over their given water safety topic.
Topics include:
1. What does it take to be a lifeguard?
2. How does one become trained as a member of the Coast Guard?
3. Research rip currents and how can one survive being caught in one?
4. Research white water rafting and the safety that is involved in participating in the sport.
5. Research the Titanic Catastrophe and how improved safety measures may have improved the survival rate.
Thurs. 3/3 Objectives: Students will present their keynote projects over their given research assignment related to our current
unit of study.
Standards: 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/Activities: Students will present their keynote projects over their given water safety topic.
Topics include:
1. What does it take to be a lifeguard?
2. How does one become trained as a member of the Coast Guard?
3. Research rip currents and how can one survive being caught in one?
4. Research white water rafting and the safety that is involved in participating in the sport.
5. Research the Titanic Catastrophe and how improved safety measures may have improved the survival rate.
Friday 3/4 Objectives: Students will present their keynote projects over their given research assignment related to our current
unit of study.
Standards: 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others.
8.8.1 State a health-enhancing position on a topic and support it with accurate information.
Assignment/Activities: Students will present their keynote projects over their given water safety topic.
Topics include:
1. What does it take to be a lifeguard?
2. How does one become trained as a member of the Coast Guard?
3. Research rip currents and how can one survive being caught in one?
4. Research white water rafting and the safety that is involved in participating in the sport.
5. Research the Titanic Catastrophe and how improved safety measures may have improved the survival rate.
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Weekly Lessons March 7 adjusted due to testing.
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Week of March 14
Weekly Goals: Test, finish any presentations, start next unit.
Mon. 3/14 Objective: Students will compete in a "Battleship" review game in preparing for the Unit 2 test over Safety at home, water
safety, and safety during natural disasters.
Standards: All standards covered to this point in unit 2.
Activities/ Assignments: Students will be reminded of missing assignments.
Students will play "Battleship" Review.
Tues. 3/15 Objectives: Students will test over Unit 2 Safety at Home, School, Water and during Natural Disasters.
Standards: All standards previously listed during unit 2.
Activities/ Assignments: Students will complete Unit 2 test.
Wed. 3/16 (Make up Tests/ Activity Day in the gym)
Thurs. 3/17 Activity Day in the gym
Fri. 3/18 No School (Spring Break)
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Week of