8th-First 9 weeks
8th-First 9 weeks
This curriculum map is a constantly monitored and edited document by building specific administration and teachers. Changes may occur throughout the school year to stay updated with state requirements. Any questions regarding content should be directed towards the teacher of your child’s class or content area.
I can define what it means to be healthy.
I can explain the importance for us to study health.
I can provide multiple ways to improve my level of health.
I can explain goals and how they can truly help me.
I can follow the steps to make an important DECISIONS.
I can appreciate the benefits of living a healthy lifestyle.
I can recognize that, in addition to physical fitness, regular activity participation offers social and psychological benefits.
I can recognize that physical activity provides opportunities for challenge, enjoyment, self-expression and social interaction.
I can respect, appreciate and enjoy the aesthetic and creative aspects of activity participation.
I can participate in activities that offer social interaction with people of varying ability levels and different social and cultural backgrounds.
The five Physical Education standards are: ● Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. ● Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics relate to movement and performance. ● Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. ● Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others. ● Standard 5: The physically literate individual recognized the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
The Indiana Academic Standards for Health & Wellness: • Support learning of appropriate skills for health promotion and disease prevention to enhance health and wellness. • Are developmentally appropriate and identify what knowledge and skills students should have and be able to achieve. • Are applicable to multiple health-related issues and cultures. • Support learning of appropriate decision-making and goal-setting skills to enhance health. • Will help students develop the essential skills necessary to adopt, practice, and maintain health-enhancing behaviors. • Provide a framework for curriculum development, instruction, and student assessment for students in K – 12.
------------
(IN 2010) HW.8.1 2007 Students will comprehend concepts related to health promotion and disease prevention to enhance health. (IN 2010) HW.8.2 2007 Students will analyze the influence of family peers culture media technology and other factors on health behaviors. (IN 2010) HW.8.5 2007 Students will demonstrate the ability to use decision-making skills to enhance health. (IN 2010) HW.8.6 2007 Students will demonstrate the ability to use goal-setting skills to enhance health. (IN 2010) HW.8.7 2007 Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks. (IN 2010) PE.8.1 2008 Motor Skills and Movement Patterns: Students demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities. (IN 2010) PE.8.2 2008 Movement Concepts: Students demonstrate an understanding of movement concepts principles strategies and tactics as they apply to the learning and performance of physical activities. (IN 2010) PE.8.3 2008 Physical Activity: Students participate regularly in physical activity. (IN 2010) PE.8.4 2008 Health-Enhancing Physical Fitness: Students achieve and maintain a health-enhancing level of physical fitness. (IN 2010) PE.8.5 2008 Responsible Personal and Social Behavior: Students exhibit responsible personal and social behavior that respects self and others in physical activity settings. (IN 2010) PE.8.6 2008 Value of Physical Activity: Students value physical activity for health enjoyment challenge self-expression and/or social interaction. (IN 2014) HW.6-8.LST.2.0 KEY IDEAS AND TEXTUAL SUPPORT (READING) Extract and construct meaning from science and technical texts using a variety of comprehension skills. (IN 2014) HW.6-8.LST.1.1 Read and comprehend science and technical texts within a range of complexity appropriate for grades 6-8 independently and proficiently by the end of grade 8. (IN 2014) HW.6-8.LST.4.3 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
Check weekly schedule
Be prepared! Please bring proper physical education class attire for every day we will be in class. This includes t-shirt, shorts/sweats, socks, and athletic shoes. I will start deducting points this week for wearing jeans, boots, skirts, etc. I let the required attire slide last week.
If you have your own tennis racket, please bring it to class during the next two weeks.
P.E. Day (GYM) Introduction to tennis. Report to the gym. Be prepared to go outside after filling out a questionnaire about tennis.
Court Knowledge goal for today: Label the following: Singles sidelines, doubles sidelines, service court, net, service line
and baseline.
Health (Room 207) We will start class with bell work. Use your Chromebook to write 150 word (or more) about the following prompt:
Next, we will start a unit titled "Understanding Your Health." Within unit 1, there are three lessons: 1) What is Health and Wellness? 2) Changes During the Teen Years 3) Taking Responsibility for Your Health. Today, we will preview lesson 1 and create a foldable. The directions for the foldable (study organizer) is on pg. 3 of the textbook. The foldable will be due on Thursday. TEEN HEALTH CHAPTER 1.pdf
P.E. Day (GYM) Be prepared to go outside and learn to play tennis. If you own one, bring your own racket. Court Knowledge goal for today: learn to keep score.
Health (Room 207) We will start class with bell work. Use your Chromebook to write 150 word (or more) about the following prompt:
Next, we will continue the unit titled "Understanding Your Health: Read lesson 1 and lesson 2 and answer the review questions #s 1-6 on pg. 7 & pg. 12. Add these questions and answers to the Google slide show you created on Tuesday. Hand your foldable to the substitute teacher before you leave class. TEEN HEALTH CHAPTER 1.pdf
P.E. Day (GYM) Be prepared to go outside. We will take a break from tennis today and do something fun.
WEEK 3
Check weekly schedule.
PE (Gym)-Be prepared to go outside and play tennis.
Health
BELLWORK: Complete the personal health inventory on pg. 20 of the textbook. TEEN HEALTH CHAPTER 1.pdf
Next, we will continue the unit titled "Understanding Your Health." Read lesson 3 and answer the review questions #s 1-6 on pg.17. Add these questions and answers to the Google Doc we started last Tuesday.
Health
BELLWORK: Reflect on your own personal health and your inventory questions from yesterday's class. Write about why it is important to assess all three sides of the health triangle. Is your health triangle balanced? Use R.A.C.E. format to construct a well written paragraph explaining if you think you have excellent total health.
Answer chapter 1 vocabulary and assessment questions #s 1-13 on pgs. 22 & 23. TEEN HEALTH CHAPTER 1.pdf
Add these answers to the Google Doc you have been working on the last two weeks. All of these questions, in addition to last week's questions, are due by the end of the day on Friday next week. Email this assignment to rposey@nhj.k12.in.us with the subject line "Posey" followed by your class's period #. Example: Posey 1, or if you have period 2, Posey 2, or Posey 3 etc.
PE (Gym)-Be prepared to go outside and play tennis.
PE (Gym)-Be prepared to go outside for a fitness day.
PE (Gym)- Be prepared to go outside and play tennis.
Health (classroom)
Bell Work: Write 150 words (or more) and describe some of the physical, mental/emotional, and social changes you are experiencing.
Next, continue the unit titled "Understanding Your Health." Read lesson 3 from chapter 1 and answer the review questions #s 1-6. Add these questions and answers to Google Slides. TEEN HEALTH CHAPTER 1.pdf
PE (Gym)- Be prepared to go outside and play tennis.
Health (classroom)
Answer chapter 1 vocabulary and assessment questions #s 1-13 on pgs. 22 & 23. TEEN HEALTH CHAPTER 1.pdf
Add these answers to the Google Doc you have been working on the last two weeks. All of these questions, in addition to last week's questions, are due by the end of the day on Friday next week. Email this assignment to rposey@nhj.k12.in.us with the subject line "Posey" followed by your class's period #. Example: Posey 1, or if you have period 2, Posey 2, or Posey 3 etc.
Health (classroom)
Take the test linked below:
Walk the fitness trail after the test.
In the Health classroom, we will spend time reviewing basic health principles including the health triangle, goal setting, and decision making skills. We will then progress to checking out the physical side of the health triangle - looking at the importance of fitness, how the cardiovascular and respiratory systems work, and using your heart rate to determine exertion levels. While in the gym, we will be focusing on fitness testing and aerobic conditioning.
The first 9 weeks is used to set a foundation for 8th grade H.E.A.R.T. Students will get a brief introduction into the three sides of the health triangle (physical, mental/emotional, and social). Students will analyze their current health/influences to determine level of fitness and use that knowledge to develop a plan to improve/maintain a HEALTHY LIFESTYLE.