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. Assignments due: |
What We Want Students to Know and Be Able to DO
Physical ActivityUnlit Learning Outcomes
Content: -Describe the recommended amounts and types of moderate, vigorous, muscle strengthening, and bone strengthening physical activity for adolescents and adults. -Explain how physical activity can be incorporated into daily life without special exercise equipment. -Describe ways to increase daily physical activity and decrease inactivity. -Summarize the mental and social benefits of physical activity. -Differentiate between physical activity, exercise, health-related fitness, and skill-related fitness. -Describe physical activities that contribute to maintaining or improving components of healthrelated fitness. -Explain the short-term and long-term benefits of physical activity, including improving cardiovascular health, strength, endurance, and flexibility and reducing the risks for chronic diseases. -Explain how an inactive lifestyle contributes to chronic disease. -Explain the importance of warming up and cooling down after physical activity. -Describe climate-related physical conditions that affect physical activity, such as heat exhaustion, sunburn, heat stroke, and hypothermia. -Summarize the benefits of drinking water before, during, and after physical activity. -Summarize how physical activity can contribute to maintaining a healthy body weight. -Describe the use of safety equipment for specific physical activities. -Describe ways to reduce risk of injuries from participation in sports and other physical activities. Skills (access valid and reliable information, products, and services): -Analyze the validity and reliability of physical activity information. -Analyze the validity and reliability of physical activity products. -Analyze the validity and reliability of physical activity services. -Determine the availability of valid and reliable physical activity products. -Access valid and reliable physical activity information from home, school, or community. -Locate valid and reliable physical activity products. -Locate valid and reliable physical activity services. |
TobaccoUnit Learning Outcomes
Content -Describe short- and long- term physical effects of using tobacco. -Summarize the dangers of experimenting with tobacco products. -Describe situations that could lead to the use of tobacco. -Describe the relationship between using tobacco and alcohol or other drugs. -Summarize the benefits of being tobacco-free. -Describe the social, economic, and cosmetic consequences of tobacco use. -Explain reasons most individuals do not use tobacco products. -Explain school policies and community laws related to the sale and use of tobacco products. -Summarize that tobacco use is an addiction that can be treated. -Summarize the effects of secondhand smoke. -Describe ways to support family and friends who are trying to stop using tobacco. -Summarize how addiction to tobacco use can be treated. -Summarize how smoking cessation programs can be successful. Skill (practice health-enhancing behaviors): -Explain the importance of being responsible for being tobacco-free. -Analyze personal practices and behaviors that prevent tobacco use. -Demonstrate tobacco prevention practices and behaviors to improve the health of oneself and others. -Make a commitment to be tobacco-free. |
Violence PreventionUnit Learning Outcomes
Content: -Describe ways to manage interpersonal conflict nonviolently. -Determine the benefits of using non-violence to solve interpersonal conflict. -Explain why it is important to understand the perspectives of other in resolving conflict situations nonviolently. -Analyze the risks of using violence as an impulsive behavior or response to stress or conflict. -Describe how power and control differences in relationships can contribute to aggression and violence. -Describe examples of self-control. -Identify a variety of non-violent ways to respond to stress when angry or upset. -Analyze how impulsive behaviors can lead to violence. -Explain why it is wrong to tease others based on personal characteristics (such as body type, gender, appearance, mannerisms, and the way one dresses or acts). -Explain the role of bystanders in escalating, preventing or stopping bullying, fighting, and violence. -Describe pro-social behaviors that help prevent violence. -Describe the similarities and differences between violent behaviors (e.g., bullying, hazing, fighting, dating violence, sexual assault, family violence, verbal abuse, acquaintance rape). -Describe short- and long-term consequences of violence to perpetrators, victims, and bystanders. -Describe how prejudice, discrimination, and bias can lead to violence. -Explain how intolerance can lead to violence. -Recognize techniques that are used to coerce or pressure someone to have sex. -Explain that acquaintance rape and sexual assault are illegal. -Describe strategies to avoid physical fighting and violence. -Describe examples of dangerous or risky behaviors that might lead to injuries. -Describe how changing behavior or changing the environment interacts to increase or decrease the likelihood of violence. -Analyze techniques that are used to coerce or pressure someone to use violence. -Describe how the presence of weapons increases the risk of serious violent injuries. -Explain why individuals have the right to refuse sexual contact. -Describe actions to change unsafe situations at school that could lead to violence. -Describe actions to change unsafe situations in the community that could lead to violence. -Describe situations that could lead to physical fighting and violence. -Summarize how participation in gangs can lead to violence. -Explain that a person who has been sexually assaulted or raped is not at fault. -Explain that rape and sexual assault should be reported to a trusted adult. -Explain the importance of telling an adult if there are people who are in danger of hurting themselves of others. -Describe the signs and symptoms of people who are in danger of hurting themselves or others. Skills (advocate): -State a health-enhancing position on a violence prevention topic, supported with accurate information, to improve the health of others. -Persuade others to prevent violence. -Collaborate with others to advocate for individuals, families and schools to prevent violence. -Demonstrate how to adapt violence prevention messages for different audiences. |