How Can Parents Help/Tips for Academic Success? -Each unit contains 1 performance assessment (project). Each performance assessment will contain a rubric. Check in with your child about these assessments and rubrics. Make sure the rubric and the project correlate in order to ensure an accurate assessment of performance. Students have access to needed project documents (rubrics, project ideas, etc) in Google Classroom. Make sure the project and rubric align. Assignments due: |
What We Want Students to Know and Be Able to Do
SafetyUnit Learning Outcomes
Content: -Describe ways to reduce risk of injuries while riding in or on a motor vehicle. -Identify protective equipment needed for sports and recreational activities. -Explain the importance of helmets and other safety gear for biking, riding a scooter, skateboarding, and inline skating. -Explain the risks associated with using alcohol or other drugs and driving a motor vehicle. -Describe the relationship between using alcohol and other drugs and injuries. -Identify actions to take to prevent injuries during severe weather. -Describe ways to reduce risk of injuries from falls. -Describe ways to reduce risk of injuries around water. -Describe ways to reduce risk of injuries in case of fire. -Describe ways to reduce risk of injury when playing sports. -Describe how sharing or posting personal information electronically about self or others on social media sites (e.g., chat groups, e-mail, texting, websites, phone and tablet applications) can negatively impact personal safety of self or others. -Explain climate-related physical conditions that affect personal safety, such as heat exhaustion, sunburn, heat stroke, and hypothermia. -Describe ways to reduce risk of injuries as a pedestrian. -Describe actions to change unsafe situations at home. -Describe actions to change unsafe situations at school. -Describe actions to change unsafe situations in the community. -Describe ways to reduce risk of injuries from firearms. -Describe why household products are harmful if ingested or inhaled. -Describe potential risks associated with over the counter medicines. -Describe first response procedures needed to treat injuries and other emergencies. -Determine the benefits of reducing the risks for injury. Skills (advocacy): -State a health enhancing position, supported with accurate information, to improve the safety of others. -Persuade others to make positive safety and injury prevention choices. -Collaborate with others to advocate for individuals, families and school safety and injury prevention. -Demonstrate how to adapt safety and injury prevention messages for different audiences. |
Healthy EatingUnit Learning Outcomes
Content: -Classify the amount of food from each food group that a person needs each day. -Summarize a variety of nutritious food choices for each food group. -Describe the U.S. Dietary Guidelines for Americans. -Explain why the recommended amount of food a person needs each day may be different for each food group. -Summarize the benefits of eating plenty of fruits and vegetables -Describe the benefits of eating a variety of foods high in iron. -Explain the similarities and differences among protein, fats, and carbohydrates regarding nutritional value and food sources. -Describe the benefits of consuming an adequate amount of calcium and a variety of foods high in calcium. -Identify foods that are high in fiber. -Identify examples of whole grain foods. -Summarize the benefits of drinking plenty of water. -Differentiate between nutritious and non-nutritious beverages. -Summarize the benefits of limiting the consumption of solid fat, added sugar, and sodium. -Identify food preparation methods that add less fat to food and use unsaturated fats and oils to replace solid saturated fats. -Describe the importance of eating breakfast every day. -Explain the relationship between access to healthy foods and personal food choices. -Explain how to select healthy foods when dining out. -Explain various methods available to evaluate body weight. -Describe major chronic diseases and their relationship to what people eat and their physical activity level. Skill (analyzing influences): -Explain the influence of school rules and community laws on food choices and other eating practices and behaviors. -Explain how perceptions of norms influence healthy and unhealthy food choices and other eating practices and behaviors. -Explain how social expectations influence healthy and unhealthy food choices and other eating practices and behaviors. -Explain how personal values and beliefs influence food choices and other eating practices and behaviors. -Describe how some health risk behaviors influence the likelihood of engaging in unhealthy eating practices and behaviors. -Analyze how relevant influences of family and culture affect personal food choices and other eating practices and behaviors. -Analyze how relevant influences of school and community affect personal food choices and other eating practices and behaviors. Analyze how relevant influences of media (e.g., advertising) and technology affect personal food choices and other eating practices and behaviors. -Analyze how relevant influences of peers affect personal food choices and other eating practices and behaviors. |
Mental and Emotional HealthUnit Learning Outcomes
Content: -Describe characteristics of a mentally and emotionally healthy person. -Explain the interrelationship of physical, mental, emotional, social and spiritual health. -Discuss how emotions change during adolescence. -Explain appropriate ways to express needs, wants, emotions, and feelings. -Describe role models that demonstrate positive mental and emotional health. -Summarize the benefits of talking with parents and other trusted adults about feelings. -Describe healthy ways to express affection, love, friendship, and concern. -Describe a variety of appropriate ways to respond to stress when angry or upset. -Summarize feelings and emotions associated with loss and grief. -Explain the importance of a positive body image. -Describe how mental and emotional health can affect health-related behaviors -Describe how sharing or posting personal information electronically about self or others on social media sites (e.g., chat groups, e-mail, websites, phone and tablet applications) can negatively impact mental and emotional health. -Explain the causes, symptoms, and effects of depression. -Explain the causes, symptoms, and effects of anxiety. -Describe the signs, symptoms, and consequences of common eating disorders -Describe pro-social behaviors that help prevent violence. -Describe what it means to be a responsible person. -Describe characteristics of a responsible family member. -Describe examples of situations that require self control. -Describe how power and control differences in relationships can contribute to aggression and violence. -Describe ways to manage interpersonal conflict nonviolently. -Explain why it is important to understand the perspectives of others in resolving interpersonal conflicts. -Explain causes and effects of stress. -Describe personal stressors at home, in school, and with friends. -Explain positive and negative ways of dealing with stress. -Analyze the risks of impulsive behaviors. -Explain how the expression of emotions or feelings can help or hurt oneself and others. -Explain why people with eating disorders need professional help. -Examine the importance of being aware of one’s own feelings and of being sensitive to the feelings of others. -Explain how intolerance can affect others. -Explain the benefits of living in a diverse society. -Explain why it is wrong to tease or bully others based on personal characteristics (such as body type, gender, appearance, mannerisms, and the way one dresses or acts). -Describe characteristics of healthy relationships. -Explain the qualities of a healthy dating relationship. -Differentiate healthy and unhealthy relationships. Skills (communication skills): -Demonstrate the effective use of verbal and nonverbal communication skills to enhance mental and emotional health. -Demonstrate how to manage personal information in electronic communications and when using social media (e.g., chat groups, e-mail, texting, websites, phone and tablet applications) to prevent interpersonal conflict. -Demonstrate effective peer resistance skills to avoid or reduce mental and emotional health risks. -Demonstrate effective negotiation skills to avoid or reduce mental and emotional health risk. -Demonstrate healthy ways to manage or resolve interpersonal conflict. -Demonstrate how to effectively ask for assistance to improve personal mental and emotional health. -Demonstrate how to effectively communicate empathy and support for others. |