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Areas: -English Education -Physical Education -Art Education -Technology Education -Health/Sex Education Themes: Theme 1: Content in Context -Effective teachers know their content area and its disciplinary learning standards and adapt teaching strategies to match the needs of diverse learners. Effective teachers are proficient scholars in the content area they teach and strive to master evolving knowledge. They use appropriate disciplinary learning standards to organize and teach content. Effective teachers use the key ideas and performance indicators of the New York State learning standards to guide development of learning experiences. They match teaching strategies to differences in learning styles using interdisciplinary approaches to connect con tent. Effective teachers clarify the process by which a body of knowledge is advanced in the context of a specific discipline. Theme 3: Technology -Effective teachers use technology appropriately to improve instruction and communication. Effective teachers stay abreast of evolving technologies and how they are used to enhance teaching and learning outcomes. They adopt different technologies, where appropriate, to enhance their individua l teaching styles. Effective teachers exhibit competency in planning and designing learning environments and experiences using technology. They use technology to improve productivity and to enhance communication with peers, students, home and community. "Caring,Competent, Qualified Professional " Page 1 of 10
Theme 4: Assessment -Effective teachers use assessment to guide their teaching. Effective teachers use diagnostic, pre-assessment, formative and summative assessments to make data-based curricular and instructional decisions. They use a variety of formal and informal assessment tools in order to improve curricular a nd instructional practices. They effectively use technology, where appropriate, to improve their assessment and evaluation. Effective teachers regularly use fair a nd consistent rubrics and assessments, enabling teachers to reflect upon their prac tices and learners to both reflect upon their work and grow through self-correction. Theme 6: Recursive Learning -Effective teachers use developmentally appropriate and sequenced curriculum models supporting a coherent knowledge base which progressively builds upon itself. Effective teachers plan curricula that challen ge students to develop their own knowledge base. They use a variety of curriculum structures to engage different learning styles and reinforce learning using an interdisciplinary approach. Excellent teachers transition effectively from the theoretical to the practical application of content knowledge. Effective teacher s organize and simplify complex content to bring coherence to their discipline and enhance student understanding. Theme 7: Collaboration -Effective teachers collaborate with all of those respons ible for student development. Effective teachers collaborate with students, families, teachers, parents, administrators, support staff, allied professionals and the community. Good teachers implement team decision making and share responsibility for problem solving, curricular planning, instruction and assessment. They collaborate to resolve differences and conflicts. Good teachers implement collaborative learning strategies that are mutually supportive across curricular boundaries. Theme 8: Modeling -Effective teachers exhibit professional commitment which is evident to their students. Personal Themes: 1) Students who are aware of themselves physically, emotionally and spiritually, and are able to have a healthy lifestyle are the students who will be able to ex cel academically as well as professionally. 2) There are multiple dynamics to one's health and it is important that students understand and cater to all of these dimensions. 3) The skills and techniques that are taught to students are things that they sh ould carry with them onto their future paths. 4) A disrupt in one of the health dynamics can effect other dimensions in their
health. "Caring,Competent, Qualified Professional " Page 2 of 10
Enduring Understandings: -Students gain health understandings which allow them to reflect on their own li ves and determine if their lifestyles are consider healthy or not. -Relate classroom content to outside factors, socially, mentally, physically and emotionally, which allow students to understand health in more than one dimensio n. -Students will gain lifestyle resources which they can refer back to once they graduate from high school and continue onto their next academic or professional journey. Essential Questions: 1. 2. at be 3. 4. 5. What is a healthy lifestyle? Do students believe they are currently living a healthy lifestyle? If not, wh can changed? Does society encourage one to live a healthy lifestyle, or discourage? How do outside factors effect student s overall healthy? How do students plan to continue to lead a healthy lifestyle throughout their
future? 6. How can a healthy lifestyle benefit you academically as well as professionall y? How Students will Demonstrate Their Understanding: Formative: -Physical fitness test -Crossword puzzle -Food diary -Creating their own nutrition pyramid -Self portrait -Reflections -Participation in discussions -Group circles "Caring,Competent, Qualified Professional " Page 3 of 10
Summative: -Health fair presentation at end of the unit (will include: visual presentation, written assignment, students ability to speak about their topics openly and fluently) -Art self-expression project: students will turn in a finished project which rep resents their lifestyle symbolically (using magazine clips, drawings, etc.) This will no t be handed in at the end of the unit, but at the end of this specific section of the unit and will represent a form of summative learning. Reading Standards: 1. Cite strong and thorough textual evidence to support analysis of what the tex t says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build o n one another to produce a complex account; provide an objective summary of the text. 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific wo rd choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. Concepts: 1) Through reading standards students will be able to support the ideas and statements that they make effectively. Group discussions can help assist with th is. 2) Students will be able to gather information analyze it and apply it to real l ife settings. Reflective papers and journals will encourage students to think beyond the classroom. "Caring,Competent, Qualified Professional " Page 4 of 10
Strategies, Techniques, Best Practices Used to Explicitly Teach Skills & Strategies and Concepts Teacher-Teach students the means of finding and gathering information. Reinforce the dangers of plagiarism and the importance of having one's own ideas. Enforce the importance of students finding credible sources, such as not depending on WikiPedia. Student-Students must have five sources to complete their project on health education. The information can come from sources such as books or the internet. Students must take the information, paraphrase it, and use it to support what th ey have learned in the past month. Teacher-Encourage critical thinking through classroom discussion as well as homework assignments. Have students read about health related topics, then split the class up in groups to discuss. Instill roles for each student, one being a r ecorded so that teacher can evaluate the groups discussion Student-Students are expected to come to class prepared. They should have the reading done and the "post it note technique" completed. They will be required t o share a certain number of question marks, check marks, and interesting informati on gathered. They should also come with one to two critical thinking questions in regards to sustaining a healthy lifestyle. Writing Standards: 1b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of b oth in a manner that anticipates the audience s knowledge level, concerns, values, and possible biases. 2e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 3d. Use precise words and phrases, telling details, and sensory language to conv ey a vivid picture of the experiences, events, setting, and/or characters. 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. "Caring,Competent, Qualified Professional " Page 5 of 10
8. Gather relevant information from multiple information authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrat e into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source. Concepts: 1) Students will be able to write effectively and express ideas and arguments to a multitude of audiences. This will be demonstrated through essays and food/exerci se journal. 2) Through reflective writing, students will gain a personal perspective on how to lead healthy lifestyles. Strategies, Techniques, Best Practices Used to Explicitly Teach Skills & Strategies and Concepts Teacher-Teacher will introduce the concept of food/exercise journal. Teacher wil l showcase their own journal and use it as an example on what is expected out of their students. Student-Students will model their teacher's journal. They will include entries o n all the food that they have eaten as well as their daily exercise. Teacher-Teacher will provide multiple examples of outlines. Teacher will then as k students to follow one of the examples before writing their health education pap er. Students-Students will choose from numerous outline examples. They will undergo several steps before starting their essay. Speaking and Listening Outcomes Standards: 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly. "Caring,Competent, Qualified Professional " Page 6 of 10
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 4b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech. 6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Concepts: 1) Students will be able to effectively participate in classroom discussion, whi le referencing to assigned readings, and valuable outside resources 2) Students will use speaking skills to present information to various audiences at the end of the unit. Strategies, Techniques, Best Practices Used to Explicitly Teach Skills & Strategies and Concepts Teacher-Teacher will provide a worksheet on what makes someone an active listener. They will also provide a worksheet on how to present such as speaking loudly, clear, and having appropriate pauses. Student-Students will be given in class time to put their portfolio together and present it to their peers before the health fair. Viewing & Representing Visually Outcomes Standards: 1) Present informative knowledge in a unique way 2) Information is equally adaptable to various audiences. 3) Be able to symbolically understand concepts introduced in the classroom 4) Effectively project image of self. 5) understand of concepts involving personal body image "Caring,Competent, Qualified Professional " Page 7 of 10
Reading 7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Reading 11a. Engage in using a wide range of prewriting strategies, such as visu al representations and the creation of factual and interpretive questions, to expre ss personal, social and cultural connections and insights. Speaking and Listening 2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to m ake informed decisions and solve problems,evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Speaking and Listening 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Concepts: 1) Be able to knowledgeably present projects at health fair to community audience. 2) Present themselves to classmates in an effective, unique and personal way. Strategies, Techniques, Best Practices Used to Explicitly Teach Skills & Strategies and Concepts Teacher-Teacher will provide rubric for what is expected out of the portfolio. R ubric will not only include the grading system, but the directions as well. Student-Students are required to pick a health topic that interest them. The top ic must be one that was covered in one of their courses. They are to not only write an essay on that topic, but provide a visual piece as well. They will be presenting the visual aid at the fair. "Caring,Competent, Qualified Professional " Page 8 of 10
Instructional Resources for the Curriculum Map 1. Anchor Texts (mandated by School/District): Health Education: Elementary and Middle School Applications 2. Fictional Texts (trade books): November Blues by Sharon M. Draper (CSKH, death, football, teen pregnancy) 3. Expository/Informational Texts (trade books): Health Behavior and Health Education: Theory, Research, and Practice [Hardcover] Karen Glanz (Editor), Barbara K. Rimer (Editor), Frances Marcus Lewis (Editor) 4. Other printed sources: Other printed resources: http://phpartners.org/tutoria l/ 02-her/index.html (could use this website to print things out or use other resou rces to help teach the class) 5. Creative Arts: Art teacher will have students create body silhouette of thems elves where they will fill the inside with all the words that describes them. 6. Web Sites & Other Technology: www.facebook.com (sample profiles) www.ncsse.com/index.cfm?pageId=941 (sex ed) www.mypyramid.gov (nutrition) 7. Teacher Resource Texts & Materials: www.pbs.org/teachers/classroom/9-12/ health&fitness/resources (health resources) Teaching health science: elementary and middle school By Stephen J. Bender Heres the website for the textbook: http://books.google.com/books?id=n9t6bY2Vo_4C&pg=PA51&dq=textbooks+for +health+education +teachers&hl=en&ei=dy6mTsKGFYH50gHrsMGmDg&sa=X&oi=book_result&ct=resu lt&resnum=1&ved=0CEwQ6AEwAA#v=onepage&q=textbooks%20for%20health %20education%20teachers&f=false "Caring,Competent, Qualified Professional " Page 9 of 10
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