8th- Third 9 weeks 

In the Health classroom, we will start our look at the mental and social sides of the health triangle - investigating the the brain anatomy, physiology of the brain, perception, personalities, mood disorders, and mental illnesses.  We will talk about tough social issues, such as depression, anxiety, and suicide.  While in physical education, we will be focusing on fitness and gross motor skills.  We will be continuing our work on improving our fitness and aerobic endurance through applying the skills learned in the class such as using your heart rate to determine exertion levels. 

HEALTH: How does physical activity affect all areas of my life? What are the benefits of physical activity? What role does TARGET HEART RATE play in your health? Why does my heart beast faster when exercising? PHYSICAL EDUCATION How long do I need to exercise and to what intensity? What are different types of physical activity that could be beneficial? Where can I find community resources to assist in my physical fitness? 

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.8.1.1 Analyze the relationship between healthy behaviors and personal health. Example: Investigate the relationship of engaging in regular physical activity and healthy eating to maintain and/or enhance personal health. (IN 2010) PE.8.3.3 Locate and participate in new activities available in the community. Example: Learn and participate in a session of orienteering or disc golf. (IN 2010) PE.8.3.1 Choose health-enhancing physical activities for leisure time. Example: Participate in a game of tennis with a friend at the community courts as a preferred form of relaxation and/or recreation. (IN 2010) PE.8.3.4 Choose activities based upon skill level and individual physical needs. Example: Participate in weight training activities to enhance the strength of specific muscles for need improvement. (IN 2010) PE.8.4.1 Participate in a personal health-related physical fitness program. Example: Identify target heart rate and sustain an aerobic activity for 20 minutes while maintaining target heart rate. (IN 2010) PE.8.4.2 Assess fitness levels and develop a personal exercise program that will maintain or improve all fitness components. Example: Develop a six-week, outside of class physical activity program, based on results from a physical fitness assessment and participate in sports that will improve upper body strength. (IN 2010) PE.8.5.5 Value others during physical activity. Example: Seek out, participate with, and show respect for persons of various skill levels. (IN 2010) PE.8.6.3 Engage in independent and interactive physical activity. Example: Participate with a group of friends on a bicycle ride, canoe outing, hiking excursion, or in a pick-up game of basketball at a neighborhood park. (IN 2010) SC.8.3.6 Observe anatomical structures of a variety of organisms and describe their similarities and differences. Use the data collected to organize the organisms into groups and predict their relatedness. (IN 2010) HW.8.1.6 Explain how appropriate health care can promote personal health. Example: Determine when treatment of illness is appropriate at home or when and how to seek further medical help when needed. (IN 2010) HW.8.1.7 Describe the benefits of and barriers to practicing healthy behaviors. Example: Describe health behaviors that reduce (IN 2010) HW.8.7.1 Explain the importance of assuming responsibility for personal health behaviors. Example: Predict how today's (IN 2010) HW.8.7.2 Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others. Example: Map Title: Unit 2A: PHYSICAL HEALTH: PHYSICAL FITNESS Map Report Grade: 8 | Subject: 6 | Quarter: 2 | Course: n/a | Parent Map: the risk of cardiovascular disease and identify barriers for practicing these behaviors. choices can influence one's health (e.g., exercise __ obesity, diet __ diabetes, smoking __ heart disease, etc.). Practice strategies or skills that promote abstinence as a personal choice. (e.g., selfrespect, respect for others, say no, assertiveness, having a support system/network, etc.). (IN 2010) HW.8.7.3 Demonstrate behaviors to avoid or reduce health risks to self and others. Example: Develop a personal plan for avoiding the risks of cancers (e.g., low-fat diet, high fiber diet; reduce exposure to pollutants; and limit exposure to x-rays and sun, etc.). (IN 2010) PE.8.6.2 Engage in challenging new physical activities. Example: Select, receive instruction, and participate in a new activity (e.g., climbing wall, ropes course, martial arts).