Professional Documents
Culture Documents
M&W
T&T
Date Lesson Title GLO’s Assessment Key Learning Activities Safety Instructional Equipment/
Planned SLO’s Questions Strategies Resources/
to Teach Related to Technology
this Lesson
Nutrition W–9.5 Participation Canada Food Guide Video
(Formative) https://www.youtube.com/watch?v=pZL2BBU7Dyk Teacher Direct Smart Board
April 8th supervision instruction
April 9th Worksheet Difference between health and wellness Powerpoint
(Summative) https://www.youtube.com/watch?v=Nr9hqY6q_qY
Worksheet
What Is Health and Wellness?
Health -
A description of a state someone is in.
Wellness -
The mindset someone has, to choose to grow and thrive
and actively trying to be healthy
How Long does it take cells regenerating take to create
a new you?
7 - 10 Years
What does the healthiest person you know do that
makes them Healthy? Give 5 reasons.
Canadas Food Guide Reccomendations & Serving Sizes
Fruits and Vegetables - Base Ball
Proteins - Deck of Cards
Whole Grains - Hockey Puck or Tennis Ball
Milk & Alternatives - Computer mouse , max Two glasses
Water - with every meal
Nutrition Plans of Different Cultures
FNMI
Include a meal from your culture or household you think is
special and look up a cultural meal from an indigenous
tribe and compare how they fit into the food guide.
Now that we have made our own food plans, how might
different cultures' nutrition plans differ from yours? How
have they changed over the years? Especially want you to
look at indigenous tribes and their nutritional plans.
Traditional Meals
What are some traditional meals that you eat in your
household? Do they fit into Canada's Food Guide?
What are some traditional Meals Eaten by Tribes in Treaty
7 Territory? For example, the Blood Kiani First Nations.
What is one traditional meal they might eat? Does it fit into
Canada's Food Guide?
(worksheet)
https://www.youtube.com/watch?v=t7fnVUgBEpU&t=2
s
https://www.youtube.com/watch?v=lD3sydxkZOw&t=1
s
Death ball
have every student with a chair except on that
student is in the middle. to begin it on student in a
chair throws the ball to another student in a chair. if
the student tags you on the knee while you have the
ball you are now in the middle, or if the player in the
middle intercepts the ball whoever had it last is in
the middle.
when starting you cannot serve it to the player
directly next to you. this only counts at the beginning
of each round.
if the ball goes out of the circle the only people who
should chase the ball are the person in the middle
and the person who threw the ball
Nutrition W–9.5 Participation Smart Board
Cont. (Formative) Teach how to read a nutrition label. Teacher Direct
April 10th https://www.youtube.com/watch?v=l_KzgrD3NYU supervision instruction Powerpoint
April 11th Worksheet
(Summative) Nutrition Label and have kids analyze them. Worksheet
Students will answer the worksheet questions on how to
read the label…
What are some easy ways to get you from sitting all the
time?
Body Image & W–9.4 Participation (Finish up the social dilemma movie) (15-20min) Smart Board
Stress (Formative) Teacher Direct
April 17th Today, we are going to talk about stress management and supervision instruction Powerpoint
April 18th Worksheet body image.
(Summative) Worksheet
How does stress affect your brain (5min)
https://www.youtube.com/watch?v=WuyPuH9ojCE
After the video, talk with a neighbour about one thing you
found interesting about the video.
Share with the class. (3min)
I really like the message that she sends in this video but the
message I also want to send is that if we want to change it
start with yourself, we can plan nutrition, workout, and live
healthy lives and this will help with our mental health
overall.
Why does health class seem redundant and repetitive from grades 1-9?
1. Learning happens best through repetition.
2. You have one body and need to make the most of it. You want a good quality of life until you die so it is important to take care
of your body.
3. You have one life so you might as well learn how to make the most of it through positive Health and Wellness.
Students will have duotangs that they will put all work from health into and LEAVE IN THE CLASSROOM. At the end of health
student will take out papers, staple them together and have them as a resource in the future.
Assessment Breakdown:
Similar to PE class students will get a grade out of 5 every day based on class discussion and not being disruptive in class
(Participation). Along with doing the worksheets being marked out of 10.
GLOs
- Wellness Choices - Students will make responsible and informed choices to maintain health and to promote safety for self and
others.
- RELATIONSHIP CHOICES - Students will develop effective interpersonal skills that demonstrate responsibility, respect and
caring in order to establish and maintain healthy interactions.
SLOs
- W–9.5 develop strategies that promote healthy nutritional choices for self and others; e.g., adopt goals that reflect healthy
eating, encourage the placement of nutritious food in vending machines
- W–9.6 analyze addictions; e.g., stages, kinds, and resources available to treat addictions
- R–9.3 analyze, evaluate and refine personal strategies for managing stress/crises
- W–9.4 analyze and develop strategies to reduce the effects of stereotyping on body image; e.g., health risks of altering natural
body size/shape to meet media ideal
● Students will be expected to put all worksheets in their assigned doutangs that they will leave in the classroom. All
assignments/worksheets that are given out will be expected to be filled out and will be marked according to the below rubric. If
a student misses a day it will be their job to ask a classmate or the teacher what they missed and get the appropriate worksheet.
Missed worksheets can be explained and done during flex. Worksheets are intended to be handed back to the students as a
resource for them after the health unit is completed.
Worksheets
0-1 2 3 4 5
Assignment has not Assignment is mostly Assignment is Assignment is Assignment is more
been done at all or a incomplete. Student partially complete. complete. Student has than complete.
Thoroughness very limited amount. has expanded upon Student has expanded expanded upon all or Student has fully
/5 very few key ideas. upon some key ideas. most key ideas. expanded upon all key
ideas.
Assignment has one Assignment answers Assignment answers Assignment answers The assignment
word answers and has show lack of thought. are thought out. are insightful. Student answers are
no expansion on their Student’s entry does Student creates a creates a very thought-provoking.
Thoughtfulness response. Or has not not provide a real response which deals reflective response, The student creates
/5 completed anything. response to the matter with many evident answering “why” and conclusions about the
in the question. details. “how” type questions topic and answers
Student is off topic. about the topic. “why” and “how”
questions about it.
Daily participation Rubric
5 = OUTSTANDING
- Does worksheets and hands-in quality work all of the time
- Always prepared for class and arrives on time
- Always makes an effort to be involved in class and group discussions
4 = EXCELLENT
- Does worksheets and hands in quality work most of the time
- Prepared for class and arrives on time most of the time
- Makes an effort to be involved in class and group discussions most of the time
3 = ACCEPTABLE
- Does worksheets and hands in quality work some of the time
- Prepared for class and arrives on time some of the time
- Makes an effort to be involved in class and group discussions some times
1 = OUCH
- Rarley does worksheets and hands in quality work all of the time
- Rarley is prepared for class and arrives on time
- Rarley makes an effort to be involved in class and group discussions
0 = OH NO
- Never does worksheets and hands in quality work all of the time
- Never is prepared for class and arrives on time
- Never makes an effort to be involved in class and group discussions