Week 1
DAY 1 Welcome students and make sure everyone is where they are supposed to be. Do locks and discuss classes.
DAY 2 Objectives: Pass out text books and discuss class expectations
Assignments: with the time left, students are to read Ch. 15 Lesson 1 page 322.
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DAY 3 Objective: Students will be able to identify three noninfectious causes of diseases. Furthermore, students will learn the
difference between communicable and noncommunicable diseases.
Standards: 1.8.1 Relationship between healthy behaviors and personal health.
1.8.7 Describe the benefits of and barriers to practicing healthy behaviors.
1.8.8 Likelihood of injury or illness if engaging in unhealthy behaviors.
2.8.6 Analyze the influence of technology on personal and family health.
Assignment: Read Ch. 15 Lesson 1
Using Table 2 on page 323, RESEARCH 1 disease for each body organ or system in the table. DESCRIBE the
disease you choose and tell if the the disease is INFECTIOUS or NON-INFECTIOUS.
DAY 4 Objective: Students will be able to identify three noninfectious causes of diseases. Furthermore, students will learn the
difference between communicable and noncommunicable diseases. Students will be able to track the flow of blood
through the heart and body and be able to label parts of the heart.
Standards: 1.8.1 Relationship between healthy behaviors and personal health.
1.8.7 Describe the benefits of and barriers to practicing healthy behaviors.
1.8.8 Likelihood of injury or illness if engaging in unhealthy behaviors.
2.8.6 Analyze the influence of technology on personal and family health.
Assignment: Discuss Diseases found from Lesson 1 Table 2. Collect assignment.
Read Ch. 15 Lesson 2
Class will review and discuss the parts of the circulatory system and how blood flows through the heart.
Students will search an app on their iPad that demonstrates the flow of blood through the heart.
DAY 5 Objective: Students will be able to identify three noninfectious causes of diseases. Furthermore, students will learn the
difference between communicable and noncommunicable diseases. Students will be able to track the flow of blood
through the heart and body and be able to label parts of the heart.
Standards: 1.8.1 Relationship between healthy behaviors and personal health.
1.8.7 Describe the benefits of and barriers to practicing healthy behaviors.
1.8.8 Likelihood of injury or illness if engaging in unhealthy behaviors.
2.8.6 Analyze the influence of technology on personal and family health.
Assignment: Discuss Diseases found from Lesson 1 Table 2. Collect assignment.
Read Ch. 15 Lesson 2
Class will review and discuss the parts of the circulatory system and how blood flows through the heart.
Students will search an app on their iPad that demonstrates the flow of blood through the heart.
DAY 6 Objective: Students will be able to describe how the respiratory system works and identify 2 noninfectious diseases of the
respiratory system. Students will also be able to identify the parts of the nervous system and identify 2 noninfectious
diseases of the nervous system.
Standards: 1.8.3 Analyze how the environment affects personal health.
1.8.5 Describe ways to reuse or prevent injuries and other adolescent health problems.
6.8.1 Assess personal health practices.
Assignment: Review heart and blood again.
Watch video, https://youtu.be/n0HfMDslEQI?si=1QQCLSHn4UyT-cP9
Assign Int. Wrkt. Activity on blood flow through the heart
DAY 7 Objective: Students will be able to describe how the respiratory system works and identify 2 noninfectious diseases of the
respiratory system. Students will also be able to identify the parts of the nervous system and identify 2 noninfectious
diseases of the nervous system.
Standards: 1.8.3 Analyze how the environment affects personal health.
1.8.5 Describe ways to reuse or prevent injuries and other adolescent health problems.
6.8.1 Assess personal health practices.
Assignment: Discuss Int. Wrkt. Activity on blood flow through the heart
Read Chapter 15 lessons 3 and 4 pages 328-331
Watch video,"How do your lungs work?", Lung Foundation Australia
Watch video, "Nervous System Facts for Kids|How it works, anatomy, facts"
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DAYS 8-1
Objectives: Students will be able to identify the major parts of the nervous system as well as distinguish between the
central nervous system and the peripheral nervous system.
Standards: 1.8.3 Analyze how the environment affects personal health.
1.8.5 Describe ways to reuse or prevent injuries and other adolescent health problems.
Assignment: 1. Discuss Respiratory and Nervous systems. Watch videos if didn't get to them previously.
2. Introduce partner project "Researching Concussions". Students will be putting together a keynote
presentation discussing concussions and how they affect the nervous system.
3. Students will be working in small groups researching and planning their keynote presentations.
The presentations will be graded on:
1. A title slide
2. 10 informative slides including graphs, charts, information and other data or pictures.
3. Students may incorporate a short video.
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 3-5 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.
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Objectives: Students will be able to identify the major parts of the nervous system as well as distinguish between the
central nervous system and the peripheral nervous system.
Standards: 1.8.3 Analyze how the environment affects personal health.
1.8.5 Describe ways to reuse or prevent injuries and other adolescent health problems.
Assignment: 1. Discuss Concussions
2. Introduce partner project "Researching Concussions". Students will be putting together a keynote
presentation discussing concussions and how they affect the nervous system.
3. Students will be working in small groups researching and planning their keynote presentations.
The presentations will be graded on:
1. A title slide
2. 10 informative slides including graphs, charts, information and other data or pictures.
3. Students may incorporate a short video.
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 3-5 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.
___________________________________________________________________________________________________________________________________________
Major Goals: Concussion Projects
DAY 13 Objectives: Students will be able to identify the major parts of the nervous system as well as distinguish between the
central nervous system and the peripheral nervous system.
Standards: 1.8.3 Analyze how the environment affects personal health.
1.8.5 Describe ways to reuse or prevent injuries and other adolescent health problems.
Assignment: 1. Discuss Concussions
2. Review partner project "Researching Concussions". Students will be putting together a keynote
presentation discussing concussions and how they affect the nervous system.
3. Students will be working in small groups researching and planning their keynote presentations.
DAY 14 Objectives: Students will be able to describe the function of the endocrine system. Also, they will be able to identify 3
noninfectious diseases of the endocrine system. Students should also be able to identify the major parts of
the digestive system and 2 noninfectious disorders of the digestive system. Lastly, students should be able to
describe the urinary system and 3 noninfectious diseases that effect the urinary system.
Standards: 1.8.4 How family history can effect personal health.
1.8.5 Describe ways to reduce or prevent injuries and other adolescent health problems.
2.8.6 Tech and personal/ family health.
6.8.1 Assess personal health practices.
Assignment: 1. Students will silently read Lessons 5, 6, and 7.
2. Students will correctly answer 3 of the 4 following questions correctly prior to working in their groups:
A. Describe what the endocrine system does and list 1 gland and 1 noninfectious disease of the endocrine system.
B. Kidneys maintain the levels of ________________________and ______________________________in the body.
C. What is bile?
D. What disease makes the body allergic to a protein called gluten?
3. Students will continue working in their groups on their concussion projects. Due Tuesday, Jan. 26th
DAY 15 Objectives: Students will be able to describe the function of the endocrine system. Also, they will be able to identify 3
noninfectious diseases of the endocrine system. Students should also be able to identify the major parts of
the digestive system and 2 noninfectious disorders of the digestive system. Lastly, students should be able to
describe the urinary system and 3 noninfectious diseases that effect the urinary system.
Standards: 1.8.4 How family history can effect personal health.
1.8.5 Describe ways to reduce or prevent injuries and other adolescent health problems.
2.8.6 Tech and personal/ family health.
6.8.1 Assess personal health practices.
Assignment: 1. Students will discuss Lessons 5, 6, and 7.
Last in-class day to work on presentations.
Present Concussion Projects TUESDAY.
DAYS 16-17 Presentations
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Weekly Goals: Students will finish up presentations on concussions. Students will start studying the skeletal and muscular system and begin a project on the skeletal muscular system.
DAY 18 Objectives: Students will watch a video by Coach Pete Carroll, " The Hawk Tackle" and a short video about Dan Brandenburg.
Standards: 1.8.3 Analyze how the environment affects personal health.
1.8.5 Describe ways to reuse or prevent injuries and other adolescent health problems.
Assignment/ Activity: Students will take notes over the video as it relates to and is a review of our discussions about
concussions.
DAY 19 Objectives: Students will be able to describe why their skin, bones, and muscles are important. Students will
be able to describe different diseases of the skin, bones and muscles. Also, the students will know the functions
of the ears and eyes and be able to identify 3 noninfectious diseases of the eyes and ears.
Standards: 1.8.1 Relationship between healthy behaviors and personal health.
2.8.6 Analyze the influence of technology on personal and family health.
Assignment/ Activity: Students will take a short pre quiz on various bones and muscles.
Students will read Chapter 15 Lessons 8 and 9 about Skin, Bones, Muscles, Eyes and Ears..
DAY 20 Objectives: Students will be able to describe why their skin, bones, and muscles are important. Students will
be able to describe different diseases of the skin, bones and muscles. Also, the students will know the functions
of the ears and eyes and be able to identify 3 noninfectious diseases of the eyes and ears.
Standards: 1.8.1 Relationship between healthy behaviors and personal health.
2.8.6 Analyze the influence of technology on personal and family health.
Assignment/ Activity: Discuss as a class Lesson 8.
**"Bone Up on Formulas" Activity (using forensic formulas to evaluate bones)**
Introduce Muscle/ Skeletal System Drawings and allow time to get started working on them.
1. Students will draw half of the body doing activity as the muscular and half as the skeletal system.
2. Students must label the major muscles and bones of each system.
3. Students can either pencil draw or add color.
4. Students can add background interest to showcase their drawing more.
5. This is a project and will go in to their project category for a grade worth 100 points.
DAY 21 Objectives: Work on Muscle/Skeletal Drawing
Watch Video on "Bodies in Motion" during work time.
DAY 22 Objectives: Work on Muscle/Skeletal Drawing
Watch video on Muscles/Skeletal System.
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Major Goals: Students will review and test early in the week. Following the test, students will start their next unit on Nutrition.
DAY 23 Objective: Students will compete in an in-class review game of "Battleship" to prepare for the unit test on Body Systems
and diseases.
DAY 24 Objectives: Students will take the Unit 1 Test over the Body Systems.
DAY 25 Objectives: Students will be able to explain 2 ways how nutrition affects your health.
Students will be able to explain how your body uses food.
Students will be able to identify six factors that affect your food choices.
Standards: 2.8.2 Influence of culture on health beliefs, practices, and behaviors.
2.8.3 Peers influence healthy and unhealthy behaviors.
8.8.2 Demonstrate how to influence and support others to make positive health choices.
Activities/ Assignment:
Students will read and discuss Ch. 5 Lesson 1 together as a class.
Students will complete an exit ticket item over the lesson's objectives.
DAY 26 Objectives: Students will be able to list 6 factors that influence your food choices.
Students will be able to describe how your body uses the food we eat.
Students will be able to list the 6 classes of essential nutrients.
Students will be able to identify foods that are good sources for each essential nutrient.
Standards: 1.8.7 Describe the benefits of and barriers to practicing healthy behaviors.
8.8.2 Demonstrate how to influence and support others to make positive health choices.
Assignment/ Activity: Students will review lesson 1 by discussing the questions from page 97. No. 2-5.
Students will read lesson 2 The Six Classes of Essential Nutrients pgs. 98-101.
Students will work with a partner to research different foods that are excellent sources of
each essential nutrient. Then, the partners should plan a meal that contains good sources
of each essential nutrient group.
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DAY 27 Objectives: Students will be able to list 6 factors that influence your food choices.
Students will be able to describe how your body uses the food we eat.
Students will be able to list the 6 classes of essential nutrients.
Students will be able to identify foods that are good sources for each essential nutrient.
Standards: 1.8.7 Describe the benefits of and barriers to practicing healthy behaviors.
8.8.2 Demonstrate how to influence and support others to make positive health choices.
Assignment/ Activities: Students will discuss the Six Classes of Essential Nutrients pgs. 98-101.
Students will work with a partner to research different foods that are excellent sources of
each essential nutrient. Then, the partners should plan a meal that contains good sources
of each essential nutrient group.
DAY 28 Objectives: Review the 6 essential nutrients and be able to list foods that are strong in each nutrient.
Standards: Standards today would be those covered from Unit 1.
Assignment/ Activities: **Students are to bring in 5 Nutrition Labels from home**
1. Discussion on the Six Essential Nutrients.
2. research partner project The Six Essential Nutrients Project.
Discussed/ Answered questions for E-Learning Days.
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Weekly Goals: Students will be researching topics related to American diets and diets in other parts of the world including Asia, Africa,
and the Middle East. Students will also be finishing up the rest of Chapter 5 and gearing up for their second unit test
over Nutrition.
DAY 29 Objectives: Students will describe the dietary guidelines for Americans. Students will learn how to use the MyPyramid food
guidance system. Students will explain how to read a Nutrition Facts label. Students will also learn how to
explain the difference between a serving and a portion.
Standards: 6.8.3 Apply strategies and skills needed to attain a personal health goal.
8.8.3 Work cooperatively to advocate for healthy individuals, families, and schools.
Assignment/ Activities: Discuss 5 Nutrition Labels from home.
Students will read Chapter 5 Lesson 3 "Balancing Your Diet" pages 102-105.
Students will answer review questions 1-5 on page 105.
DAY 30 Objectives: Students will describe the dietary guidelines for Americans. Students will learn how to use the MyPyramid food
guidance system. Students will explain how to read a Nutrition Facts label. Students will also learn how to
explain the difference between a serving and a portion.
Standards: 6.8.3 Apply strategies and skills needed to attain a personal health goal.
8.8.3 Work cooperatively to advocate for healthy individuals, families, and schools.
Assignment/ Activities: Students will discuss Lesson 3 objectives.
Students will be placed in groups to research 1 of 7 topics related to our current lesson objectives.
Topics include:
1. Compare/contrast the food guide pyramids over the last 50 years.
2. Vegetarian Debate- advantages/ disadvantages.
3. Research Asian Diets
4. Research Middle Eastern Diets.
5. Research African Diets.
6. Research Australian Diets.
7. Research Egyptian Diets.
**Students are encouraged to use videos and possibly bring in examples of food for their presentations as long as it's approved by me.**
DAY 31 Objectives: Students will describe the dietary guidelines for Americans. Students will learn how to use the MyPyramid food
guidance system. Students will explain how to read a Nutrition Facts label. Students will also learn how to
explain the difference between a serving and a portion.
Standards: 6.8.3 Apply strategies and skills needed to attain a personal health goal.
8.8.3 Work cooperatively to advocate for healthy individuals, families, and schools.
Assignment/ Activities: Students will discuss Lesson 3 objectives.
Students will be placed in groups to research 1 of 7 topics related to our current lesson objectives.
Topics include:
1. Compare/contrast the food guide pyramids over the last 50 years.
2. Vegetarian Debate- advantages/ disadvantages.
3. Research Asian Diets
4. Research Middle Eastern Diets.
5. Research African Diets.
6. Research Australian Diets.
7. Research Egyptian Diets.
DAY 32 Objectives: Students will describe the dietary guidelines for Americans. Students will learn how to use the MyPyramid food
guidance system. Students will explain how to read a Nutrition Facts label. Students will also learn how to
explain the difference between a serving and a portion.
Standards: 6.8.3 Apply strategies and skills needed to attain a personal health goal.
8.8.3 Work cooperatively to advocate for healthy individuals, families, and schools.
Assignment/ Activities: Students will discuss Lesson 3 objectives.
Students will be placed in groups to research 1 of 7 topics related to our current lesson objectives.
Topics include:
1. Compare/contrast the food guide pyramids over the last 50 years.
2. Vegetarian Debate- advantages/ disadvantages.
3. Research Asian Diets
4. Research Middle Eastern Diets.
5. Research African Diets.
6. Research Australian Diets.
7. Research Egyptian Diets.
DAY 33 Objectives: Students will describe the dietary guidelines for Americans. Students will learn how to use the MyPyramid food
guidance system. Students will explain how to read a Nutrition Facts label. Students will also learn how to
explain the difference between a serving and a portion.
Standards: 6.8.3 Apply strategies and skills needed to attain a personal health goal.
8.8.3 Work cooperatively to advocate for healthy individuals, families, and schools.
Assignment/ Activities: Students will be working in their groups to research 1 of 5 topics related to our current lesson
objectives.
Topics include:
1. Compare/contrast the food guide pyramids over the last 50 years.
2. Vegetarian Debate- advantages/ disadvantages.
3. Research Asian Diets
4. Research Middle Eastern Diets.
5. Research African Diets.
6. Research Australian Diets.
7. Research Egyptian Diets.
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DAY 34 Objectives: Students will describe the dietary guidelines for Americans. Students will learn how to use the MyPyramid food
guidance system. Students will explain how to read a Nutrition Facts label. Students will also learn how to
explain the difference between a serving and a portion.
Standards: 6.8.3 Apply strategies and skills needed to attain a personal health goal.
8.8.3 Work cooperatively to advocate for healthy individuals, families, and schools.
Assignment/ Activities: Students will discuss and analyze the 5 nutrition labels they brought in from home.
Students will be work in their groups to research 1 of 5 topics related to our current lesson
objectives.
Topics include:
1. Compare/contrast the food guide pyramids over the last 50 years.
2. Vegetarian Debate- advantages/ disadvantages.
3. Research Asian Diets
4. Research Middle Eastern Diets.
5. Research African Diets.
6. Research Australian Diets.
7. Research Egyptian Diets.
DAY 35 Objectives: Describe the Dietary Guidelines for Americans. Describe how to use the "MyPyramid" food guidance
System. Students will learn how to read Nutrition Facts Labels.
Standards: 1.8.9 Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors.
Activities: Students will discuss the nutrition labels they brought in. Extra time allowed to work on projects.
DAY 36 Objectives: Describe the Dietary Guidelines for Americans. Describe how to use the "MyPyramid" food guidance
System. Students will learn how to read Nutrition Facts Labels.
Standards: 1.8.9 Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors.
Activities: Students will discuss the nutrition labels they brought in. Extra time allowed to work on projects.
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Weekly Goals: Students will prepare to take the 2nd unit test on Tuesday of the is week. Students will present their group's keynote
presentations.
DAY 37 Objectives: Students will review for Unit 2 test by playing "Battleship Review".
Standards: All standards covered through Unit 2 over Nutrition and Health.
Activities/ Assignment: Students will play "Battleship" review.
DAY 38 Objectives: Students will complete Unit 2 test.
Standards: All standards covered through Unit 2 over Nutrition and Health.
Activities/ Assignment: Test
***ALTERNATE UNIT IF TIME REMAINS IN QUARTER***
DAY 39 Objectives: Students will be able to identify the parts of the male reproductive system. Students will be able to summarize
the path of sperm through the male reproductive system. Students will be able to describe seven problems
and ways to prevent problems of the male reproductive system.
Standards: 6.8.1 Assess personal health practices.
7.8.1 Demonstrate behaviors that avoid or reduce health risks to self and others.
Activities: Students will read and discuss as a class Chapter 9 Lesson 1 page 218.
With time remaining and for homework: Read Lesson 2 Female Reproductive System pages 222-225.
DAY 40 Objectives: Students will be able to identify the structures of the female reproductive system. Students will be able to
summarize a typical menstrual cycle. Students additionally, will be able to describe 6 problems of the female
reproductive system and how to prevent/ treat common problems of this system.
Standards: 6.8.1 Assess personal health practices.
7.8.1 Demonstrate behaviors that avoid or reduce health risks to self and others.
Activities: Students will discuss outlining as a class and then do the following assignment:
1. Outline Lesson 2 over the female reproductive system.
2. Read Lesson 3 Pregnancy and Birth, pg. 226
3. Research Activity: research the size of the fetus at each month of development prior to birth
(YOU SHOULD HAVE 9 COMPARISONS)
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Weekly Goals: Students will be working on missing assignments, including missing e-Learning activities, prior to switching
to new elective classes on Thursday of this week.
Mon. March 9 Objectives: Students that have any missing assignments will be working on them in the health room until they are
complete. Students that have no missing assignments will be participating in activity in the gym. This
will be co-ed.
Tues. March 10 Objectives: Students that have any missing assignments will be working on them in the health room until they are
complete. Students that have no missing assignments will be participating in activity in the gym. This
will be co-ed.
Wed. March 11 Objectives: Students that have any missing assignments will be working on them in the health room until they are
complete. Students that have no missing assignments will be participating in activity in the gym. This
will be co-ed.
Thurs. March 12 Objectives: Students will be starting new elective classes.
Assignment/ Activity: Students in Health will meet in Health room and receive books and discuss class expectations.
Students in P.E. will dress out, get new squad lines, and have a fitness activity to get new grading
quarter started.
SCROLL TO TOP OF PAGE TO SEE 4TH QUARTER LESSON PLANS
DAY 1 Welcome students and make sure everyone is where they are supposed to be. Do locks and discuss classes.
DAY 2 Objectives: Pass out text books and discuss class expectations
Assignments: with the time left, students are to read Ch. 15 Lesson 1 page 322.
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DAY 3 Objective: Students will be able to identify three noninfectious causes of diseases. Furthermore, students will learn the
difference between communicable and noncommunicable diseases.
Standards: 1.8.1 Relationship between healthy behaviors and personal health.
1.8.7 Describe the benefits of and barriers to practicing healthy behaviors.
1.8.8 Likelihood of injury or illness if engaging in unhealthy behaviors.
2.8.6 Analyze the influence of technology on personal and family health.
Assignment: Read Ch. 15 Lesson 1
Using Table 2 on page 323, RESEARCH 1 disease for each body organ or system in the table. DESCRIBE the
disease you choose and tell if the the disease is INFECTIOUS or NON-INFECTIOUS.
DAY 4 Objective: Students will be able to identify three noninfectious causes of diseases. Furthermore, students will learn the
difference between communicable and noncommunicable diseases. Students will be able to track the flow of blood
through the heart and body and be able to label parts of the heart.
Standards: 1.8.1 Relationship between healthy behaviors and personal health.
1.8.7 Describe the benefits of and barriers to practicing healthy behaviors.
1.8.8 Likelihood of injury or illness if engaging in unhealthy behaviors.
2.8.6 Analyze the influence of technology on personal and family health.
Assignment: Discuss Diseases found from Lesson 1 Table 2. Collect assignment.
Read Ch. 15 Lesson 2
Class will review and discuss the parts of the circulatory system and how blood flows through the heart.
Students will search an app on their iPad that demonstrates the flow of blood through the heart.
DAY 5 Objective: Students will be able to identify three noninfectious causes of diseases. Furthermore, students will learn the
difference between communicable and noncommunicable diseases. Students will be able to track the flow of blood
through the heart and body and be able to label parts of the heart.
Standards: 1.8.1 Relationship between healthy behaviors and personal health.
1.8.7 Describe the benefits of and barriers to practicing healthy behaviors.
1.8.8 Likelihood of injury or illness if engaging in unhealthy behaviors.
2.8.6 Analyze the influence of technology on personal and family health.
Assignment: Discuss Diseases found from Lesson 1 Table 2. Collect assignment.
Read Ch. 15 Lesson 2
Class will review and discuss the parts of the circulatory system and how blood flows through the heart.
Students will search an app on their iPad that demonstrates the flow of blood through the heart.
DAY 6 Objective: Students will be able to describe how the respiratory system works and identify 2 noninfectious diseases of the
respiratory system. Students will also be able to identify the parts of the nervous system and identify 2 noninfectious
diseases of the nervous system.
Standards: 1.8.3 Analyze how the environment affects personal health.
1.8.5 Describe ways to reuse or prevent injuries and other adolescent health problems.
6.8.1 Assess personal health practices.
Assignment: Review heart and blood again.
Watch video, https://youtu.be/n0HfMDslEQI?si=1QQCLSHn4UyT-cP9
Assign Int. Wrkt. Activity on blood flow through the heart
DAY 7 Objective: Students will be able to describe how the respiratory system works and identify 2 noninfectious diseases of the
respiratory system. Students will also be able to identify the parts of the nervous system and identify 2 noninfectious
diseases of the nervous system.
Standards: 1.8.3 Analyze how the environment affects personal health.
1.8.5 Describe ways to reuse or prevent injuries and other adolescent health problems.
6.8.1 Assess personal health practices.
Assignment: Discuss Int. Wrkt. Activity on blood flow through the heart
Read Chapter 15 lessons 3 and 4 pages 328-331
Watch video,"How do your lungs work?", Lung Foundation Australia
Watch video, "Nervous System Facts for Kids|How it works, anatomy, facts"
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DAYS 8-1
Objectives: Students will be able to identify the major parts of the nervous system as well as distinguish between the
central nervous system and the peripheral nervous system.
Standards: 1.8.3 Analyze how the environment affects personal health.
1.8.5 Describe ways to reuse or prevent injuries and other adolescent health problems.
Assignment: 1. Discuss Respiratory and Nervous systems. Watch videos if didn't get to them previously.
2. Introduce partner project "Researching Concussions". Students will be putting together a keynote
presentation discussing concussions and how they affect the nervous system.
3. Students will be working in small groups researching and planning their keynote presentations.
The presentations will be graded on:
1. A title slide
2. 10 informative slides including graphs, charts, information and other data or pictures.
3. Students may incorporate a short video.
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 3-5 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.
____________________________________________________________________________________________________________________________________________
Objectives: Students will be able to identify the major parts of the nervous system as well as distinguish between the
central nervous system and the peripheral nervous system.
Standards: 1.8.3 Analyze how the environment affects personal health.
1.8.5 Describe ways to reuse or prevent injuries and other adolescent health problems.
Assignment: 1. Discuss Concussions
2. Introduce partner project "Researching Concussions". Students will be putting together a keynote
presentation discussing concussions and how they affect the nervous system.
3. Students will be working in small groups researching and planning their keynote presentations.
The presentations will be graded on:
1. A title slide
2. 10 informative slides including graphs, charts, information and other data or pictures.
3. Students may incorporate a short video.
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 3-5 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.
___________________________________________________________________________________________________________________________________________
Major Goals: Concussion Projects
DAY 13 Objectives: Students will be able to identify the major parts of the nervous system as well as distinguish between the
central nervous system and the peripheral nervous system.
Standards: 1.8.3 Analyze how the environment affects personal health.
1.8.5 Describe ways to reuse or prevent injuries and other adolescent health problems.
Assignment: 1. Discuss Concussions
2. Review partner project "Researching Concussions". Students will be putting together a keynote
presentation discussing concussions and how they affect the nervous system.
3. Students will be working in small groups researching and planning their keynote presentations.
DAY 14 Objectives: Students will be able to describe the function of the endocrine system. Also, they will be able to identify 3
noninfectious diseases of the endocrine system. Students should also be able to identify the major parts of
the digestive system and 2 noninfectious disorders of the digestive system. Lastly, students should be able to
describe the urinary system and 3 noninfectious diseases that effect the urinary system.
Standards: 1.8.4 How family history can effect personal health.
1.8.5 Describe ways to reduce or prevent injuries and other adolescent health problems.
2.8.6 Tech and personal/ family health.
6.8.1 Assess personal health practices.
Assignment: 1. Students will silently read Lessons 5, 6, and 7.
2. Students will correctly answer 3 of the 4 following questions correctly prior to working in their groups:
A. Describe what the endocrine system does and list 1 gland and 1 noninfectious disease of the endocrine system.
B. Kidneys maintain the levels of ________________________and ______________________________in the body.
C. What is bile?
D. What disease makes the body allergic to a protein called gluten?
3. Students will continue working in their groups on their concussion projects. Due Tuesday, Jan. 26th
DAY 15 Objectives: Students will be able to describe the function of the endocrine system. Also, they will be able to identify 3
noninfectious diseases of the endocrine system. Students should also be able to identify the major parts of
the digestive system and 2 noninfectious disorders of the digestive system. Lastly, students should be able to
describe the urinary system and 3 noninfectious diseases that effect the urinary system.
Standards: 1.8.4 How family history can effect personal health.
1.8.5 Describe ways to reduce or prevent injuries and other adolescent health problems.
2.8.6 Tech and personal/ family health.
6.8.1 Assess personal health practices.
Assignment: 1. Students will discuss Lessons 5, 6, and 7.
Last in-class day to work on presentations.
Present Concussion Projects TUESDAY.
DAYS 16-17 Presentations
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Weekly Goals: Students will finish up presentations on concussions. Students will start studying the skeletal and muscular system and begin a project on the skeletal muscular system.
DAY 18 Objectives: Students will watch a video by Coach Pete Carroll, " The Hawk Tackle" and a short video about Dan Brandenburg.
Standards: 1.8.3 Analyze how the environment affects personal health.
1.8.5 Describe ways to reuse or prevent injuries and other adolescent health problems.
Assignment/ Activity: Students will take notes over the video as it relates to and is a review of our discussions about
concussions.
DAY 19 Objectives: Students will be able to describe why their skin, bones, and muscles are important. Students will
be able to describe different diseases of the skin, bones and muscles. Also, the students will know the functions
of the ears and eyes and be able to identify 3 noninfectious diseases of the eyes and ears.
Standards: 1.8.1 Relationship between healthy behaviors and personal health.
2.8.6 Analyze the influence of technology on personal and family health.
Assignment/ Activity: Students will take a short pre quiz on various bones and muscles.
Students will read Chapter 15 Lessons 8 and 9 about Skin, Bones, Muscles, Eyes and Ears..
DAY 20 Objectives: Students will be able to describe why their skin, bones, and muscles are important. Students will
be able to describe different diseases of the skin, bones and muscles. Also, the students will know the functions
of the ears and eyes and be able to identify 3 noninfectious diseases of the eyes and ears.
Standards: 1.8.1 Relationship between healthy behaviors and personal health.
2.8.6 Analyze the influence of technology on personal and family health.
Assignment/ Activity: Discuss as a class Lesson 8.
**"Bone Up on Formulas" Activity (using forensic formulas to evaluate bones)**
Introduce Muscle/ Skeletal System Drawings and allow time to get started working on them.
1. Students will draw half of the body doing activity as the muscular and half as the skeletal system.
2. Students must label the major muscles and bones of each system.
3. Students can either pencil draw or add color.
4. Students can add background interest to showcase their drawing more.
5. This is a project and will go in to their project category for a grade worth 100 points.
DAY 21 Objectives: Work on Muscle/Skeletal Drawing
Watch Video on "Bodies in Motion" during work time.
DAY 22 Objectives: Work on Muscle/Skeletal Drawing
Watch video on Muscles/Skeletal System.
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Major Goals: Students will review and test early in the week. Following the test, students will start their next unit on Nutrition.
DAY 23 Objective: Students will compete in an in-class review game of "Battleship" to prepare for the unit test on Body Systems
and diseases.
DAY 24 Objectives: Students will take the Unit 1 Test over the Body Systems.
DAY 25 Objectives: Students will be able to explain 2 ways how nutrition affects your health.
Students will be able to explain how your body uses food.
Students will be able to identify six factors that affect your food choices.
Standards: 2.8.2 Influence of culture on health beliefs, practices, and behaviors.
2.8.3 Peers influence healthy and unhealthy behaviors.
8.8.2 Demonstrate how to influence and support others to make positive health choices.
Activities/ Assignment:
Students will read and discuss Ch. 5 Lesson 1 together as a class.
Students will complete an exit ticket item over the lesson's objectives.
DAY 26 Objectives: Students will be able to list 6 factors that influence your food choices.
Students will be able to describe how your body uses the food we eat.
Students will be able to list the 6 classes of essential nutrients.
Students will be able to identify foods that are good sources for each essential nutrient.
Standards: 1.8.7 Describe the benefits of and barriers to practicing healthy behaviors.
8.8.2 Demonstrate how to influence and support others to make positive health choices.
Assignment/ Activity: Students will review lesson 1 by discussing the questions from page 97. No. 2-5.
Students will read lesson 2 The Six Classes of Essential Nutrients pgs. 98-101.
Students will work with a partner to research different foods that are excellent sources of
each essential nutrient. Then, the partners should plan a meal that contains good sources
of each essential nutrient group.
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DAY 27 Objectives: Students will be able to list 6 factors that influence your food choices.
Students will be able to describe how your body uses the food we eat.
Students will be able to list the 6 classes of essential nutrients.
Students will be able to identify foods that are good sources for each essential nutrient.
Standards: 1.8.7 Describe the benefits of and barriers to practicing healthy behaviors.
8.8.2 Demonstrate how to influence and support others to make positive health choices.
Assignment/ Activities: Students will discuss the Six Classes of Essential Nutrients pgs. 98-101.
Students will work with a partner to research different foods that are excellent sources of
each essential nutrient. Then, the partners should plan a meal that contains good sources
of each essential nutrient group.
DAY 28 Objectives: Review the 6 essential nutrients and be able to list foods that are strong in each nutrient.
Standards: Standards today would be those covered from Unit 1.
Assignment/ Activities: **Students are to bring in 5 Nutrition Labels from home**
1. Discussion on the Six Essential Nutrients.
2. research partner project The Six Essential Nutrients Project.
Discussed/ Answered questions for E-Learning Days.
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Weekly Goals: Students will be researching topics related to American diets and diets in other parts of the world including Asia, Africa,
and the Middle East. Students will also be finishing up the rest of Chapter 5 and gearing up for their second unit test
over Nutrition.
DAY 29 Objectives: Students will describe the dietary guidelines for Americans. Students will learn how to use the MyPyramid food
guidance system. Students will explain how to read a Nutrition Facts label. Students will also learn how to
explain the difference between a serving and a portion.
Standards: 6.8.3 Apply strategies and skills needed to attain a personal health goal.
8.8.3 Work cooperatively to advocate for healthy individuals, families, and schools.
Assignment/ Activities: Discuss 5 Nutrition Labels from home.
Students will read Chapter 5 Lesson 3 "Balancing Your Diet" pages 102-105.
Students will answer review questions 1-5 on page 105.
DAY 30 Objectives: Students will describe the dietary guidelines for Americans. Students will learn how to use the MyPyramid food
guidance system. Students will explain how to read a Nutrition Facts label. Students will also learn how to
explain the difference between a serving and a portion.
Standards: 6.8.3 Apply strategies and skills needed to attain a personal health goal.
8.8.3 Work cooperatively to advocate for healthy individuals, families, and schools.
Assignment/ Activities: Students will discuss Lesson 3 objectives.
Students will be placed in groups to research 1 of 7 topics related to our current lesson objectives.
Topics include:
1. Compare/contrast the food guide pyramids over the last 50 years.
2. Vegetarian Debate- advantages/ disadvantages.
3. Research Asian Diets
4. Research Middle Eastern Diets.
5. Research African Diets.
6. Research Australian Diets.
7. Research Egyptian Diets.
**Students are encouraged to use videos and possibly bring in examples of food for their presentations as long as it's approved by me.**
DAY 31 Objectives: Students will describe the dietary guidelines for Americans. Students will learn how to use the MyPyramid food
guidance system. Students will explain how to read a Nutrition Facts label. Students will also learn how to
explain the difference between a serving and a portion.
Standards: 6.8.3 Apply strategies and skills needed to attain a personal health goal.
8.8.3 Work cooperatively to advocate for healthy individuals, families, and schools.
Assignment/ Activities: Students will discuss Lesson 3 objectives.
Students will be placed in groups to research 1 of 7 topics related to our current lesson objectives.
Topics include:
1. Compare/contrast the food guide pyramids over the last 50 years.
2. Vegetarian Debate- advantages/ disadvantages.
3. Research Asian Diets
4. Research Middle Eastern Diets.
5. Research African Diets.
6. Research Australian Diets.
7. Research Egyptian Diets.
DAY 32 Objectives: Students will describe the dietary guidelines for Americans. Students will learn how to use the MyPyramid food
guidance system. Students will explain how to read a Nutrition Facts label. Students will also learn how to
explain the difference between a serving and a portion.
Standards: 6.8.3 Apply strategies and skills needed to attain a personal health goal.
8.8.3 Work cooperatively to advocate for healthy individuals, families, and schools.
Assignment/ Activities: Students will discuss Lesson 3 objectives.
Students will be placed in groups to research 1 of 7 topics related to our current lesson objectives.
Topics include:
1. Compare/contrast the food guide pyramids over the last 50 years.
2. Vegetarian Debate- advantages/ disadvantages.
3. Research Asian Diets
4. Research Middle Eastern Diets.
5. Research African Diets.
6. Research Australian Diets.
7. Research Egyptian Diets.
DAY 33 Objectives: Students will describe the dietary guidelines for Americans. Students will learn how to use the MyPyramid food
guidance system. Students will explain how to read a Nutrition Facts label. Students will also learn how to
explain the difference between a serving and a portion.
Standards: 6.8.3 Apply strategies and skills needed to attain a personal health goal.
8.8.3 Work cooperatively to advocate for healthy individuals, families, and schools.
Assignment/ Activities: Students will be working in their groups to research 1 of 5 topics related to our current lesson
objectives.
Topics include:
1. Compare/contrast the food guide pyramids over the last 50 years.
2. Vegetarian Debate- advantages/ disadvantages.
3. Research Asian Diets
4. Research Middle Eastern Diets.
5. Research African Diets.
6. Research Australian Diets.
7. Research Egyptian Diets.
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DAY 34 Objectives: Students will describe the dietary guidelines for Americans. Students will learn how to use the MyPyramid food
guidance system. Students will explain how to read a Nutrition Facts label. Students will also learn how to
explain the difference between a serving and a portion.
Standards: 6.8.3 Apply strategies and skills needed to attain a personal health goal.
8.8.3 Work cooperatively to advocate for healthy individuals, families, and schools.
Assignment/ Activities: Students will discuss and analyze the 5 nutrition labels they brought in from home.
Students will be work in their groups to research 1 of 5 topics related to our current lesson
objectives.
Topics include:
1. Compare/contrast the food guide pyramids over the last 50 years.
2. Vegetarian Debate- advantages/ disadvantages.
3. Research Asian Diets
4. Research Middle Eastern Diets.
5. Research African Diets.
6. Research Australian Diets.
7. Research Egyptian Diets.
DAY 35 Objectives: Describe the Dietary Guidelines for Americans. Describe how to use the "MyPyramid" food guidance
System. Students will learn how to read Nutrition Facts Labels.
Standards: 1.8.9 Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors.
Activities: Students will discuss the nutrition labels they brought in. Extra time allowed to work on projects.
DAY 36 Objectives: Describe the Dietary Guidelines for Americans. Describe how to use the "MyPyramid" food guidance
System. Students will learn how to read Nutrition Facts Labels.
Standards: 1.8.9 Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors.
Activities: Students will discuss the nutrition labels they brought in. Extra time allowed to work on projects.
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Weekly Goals: Students will prepare to take the 2nd unit test on Tuesday of the is week. Students will present their group's keynote
presentations.
DAY 37 Objectives: Students will review for Unit 2 test by playing "Battleship Review".
Standards: All standards covered through Unit 2 over Nutrition and Health.
Activities/ Assignment: Students will play "Battleship" review.
DAY 38 Objectives: Students will complete Unit 2 test.
Standards: All standards covered through Unit 2 over Nutrition and Health.
Activities/ Assignment: Test
***ALTERNATE UNIT IF TIME REMAINS IN QUARTER***
DAY 39 Objectives: Students will be able to identify the parts of the male reproductive system. Students will be able to summarize
the path of sperm through the male reproductive system. Students will be able to describe seven problems
and ways to prevent problems of the male reproductive system.
Standards: 6.8.1 Assess personal health practices.
7.8.1 Demonstrate behaviors that avoid or reduce health risks to self and others.
Activities: Students will read and discuss as a class Chapter 9 Lesson 1 page 218.
With time remaining and for homework: Read Lesson 2 Female Reproductive System pages 222-225.
DAY 40 Objectives: Students will be able to identify the structures of the female reproductive system. Students will be able to
summarize a typical menstrual cycle. Students additionally, will be able to describe 6 problems of the female
reproductive system and how to prevent/ treat common problems of this system.
Standards: 6.8.1 Assess personal health practices.
7.8.1 Demonstrate behaviors that avoid or reduce health risks to self and others.
Activities: Students will discuss outlining as a class and then do the following assignment:
1. Outline Lesson 2 over the female reproductive system.
2. Read Lesson 3 Pregnancy and Birth, pg. 226
3. Research Activity: research the size of the fetus at each month of development prior to birth
(YOU SHOULD HAVE 9 COMPARISONS)
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Weekly Goals: Students will be working on missing assignments, including missing e-Learning activities, prior to switching
to new elective classes on Thursday of this week.
Mon. March 9 Objectives: Students that have any missing assignments will be working on them in the health room until they are
complete. Students that have no missing assignments will be participating in activity in the gym. This
will be co-ed.
Tues. March 10 Objectives: Students that have any missing assignments will be working on them in the health room until they are
complete. Students that have no missing assignments will be participating in activity in the gym. This
will be co-ed.
Wed. March 11 Objectives: Students that have any missing assignments will be working on them in the health room until they are
complete. Students that have no missing assignments will be participating in activity in the gym. This
will be co-ed.
Thurs. March 12 Objectives: Students will be starting new elective classes.
Assignment/ Activity: Students in Health will meet in Health room and receive books and discuss class expectations.
Students in P.E. will dress out, get new squad lines, and have a fitness activity to get new grading
quarter started.
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