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Berryville Lesson Plan – High School

Teacher Name:    Joey Curtis

 

Grade Level and Content:  Health

 

 

 

Timeline of Lesson Plan:        Start Date: 02-2-2015            End Date: 2-6-2015

 

Number

Description

HLSR.4.HW.1

Identify healthy and unhealthy behaviors in relationships 

(e.g., communication skills, controlling, co-dependency, jealousy)

 

HLSR.4.HW.2

Evaluate positive and negative effects of various relationships on all aspects of health

(e.g., family, friendships, peers)

 

   HLSR.4.HW.3

Analyze the dynamics of family roles and responsibilities relating to healthy behavior

(e.g., communication skills, cultural diversity, family finances, family history, role models) 

 

HLSR.4.HW.4

Apply a variety of strategies and/or skills to demonstrate respect for and responsibility to self and

others

 

HGD.1.HW.1

 

Analyze the growth patterns and developmental changes in humans throughout the life-cycle 

(e.g., emotional, intellectual, mental, physical, social):

  • infancy – childhood
  • adolescence – teen years
  • young adult – middle age
  • senior – death and dying   

 

 

 

Enduring Understandings and Essential Questions

Enduring Understandings for Content or Grade Level

Essential and Guiding Questions for Content or Grade Level

Students shall demonstrate the ability to use skills to enhance relationships and promote mental, physical, and social wellness. 

Analyze the relationship between Mental, Physical and Social Health in relationships throughout the Life Cycle?  (R)

 

Analyze reasons why health informed teens do not practice health y habits. (R)

 

Describe the relationship between Health and Life. (R)

 

Analyze various health related aspects related to the latter stages of the Life Cycle. (K)

 

Use text and technology to research specific health related topics. (S)

 

Use technology to present topic related information.  (S) (P)

Learning Target:  R-reasoning/understanding ; S-Skill; P-product; K-knowledge 

Analyze Human Anatomy including Bone structure and the Nervous Systems. (K)

 

 

 

 

Assessment Evidence

 

Type and Tools

Sep 15 Bell Ringer, Begin to Read and familiarize yourself with the contents of Chapters 9,10,11,12 . (Group)

Sep 16 Bell  Ringer, List as many physical changes that you can think of occurs during puberty.  (Group)

Sep 17 Bell Ringer,  List as many physical changes that you can think of occur during middle adulthood.  (Group)

Sep 18 Bell Ringer, How many types of Bones are there in the Human Body and List them.  (Group)

Sep 19 Bell Ringer, Describe, in your own words, what the Fontal Lobe is responsible for. (Group)

 

 

 

 

Learning Activities:

Day

Common Core State Standard/AR Framework

Instructional Plan

Resources                 DOK

Monday

HLSR.4.HW.1, HLSR.4.HW.2, HLSR.4.HW.3, HLSR.4.HW.4

Bell Ringer, Begin to Read and familiarize yourself with the contents of Chapters 9,10,11,12 . (Group)

Teacher/Students will discuss contents of Chapters 9,10,11 and 12. And begin to brek them down into Groups.

Textbook                      3

Paper              

Pencils

CPU

 

Tuesday

HLSR.4.HW.1. HLSR.4.HW.2

List as many physical changes that you can think of occurs during puberty. 

Teacher/Students will discuss the contents of each outline and analyze their applications.

 

Textbooks                    3

Pens/pencils

Paper

Cpu

Handouts

Wednesday

HLSR.4.HW.1HLSR.4.HW.2

Bell Ringer- List as many physical changes that you can think of occur during middle adulthood.  (Group)

Teacher/Students, Will Discuss Chap 9 and 10 related  material.

 

Textbooks                    4

Pens/pencils

Paper

Cpu

Handouts

 

Thursday

 

HLSR.4.HW.1, HLSR.4.HW.2

Bell Ringer- How many types of Bones are there in the Human Body and List them.  (Group)

Teacher and Students, will Dicuss Chap  11 and 12 related material.

 

Textbooks                       4

Pens/pencils

Paper                              

Cpu

Handouts

Friday

HLSR.4.HW.1HLSR.4.HW.2

Bell Ringer- Describe, in your own words, what the Fontal Lobe is responsible for. (Group)

Students/Teacher will Reflect on Chapter 9,10,11, and 12 related material and bign to summarize the lessons.

Textbooks                        4

Cpu

Projector

Pens/pencils/paper

Handouts

 

 

 

 

 

 

 

Differentiated Instruction: Be sure include Special needs, ESL, and GT

ESL students are paired with a higher level of ESL students and/or Bi Lingual students. 

IEP or accommodations:  Students are provided with visuals, with teacher provided work sheets if needed.  Students are provided with hands on activities and class interactions, using models to reinforce different learning styles.  All tests are modified for IEP students which include either extended time or reduced length.Gifted and Talented: Students are given several thought provoking questions throughout lesson and on each assessment.  These questions are designed to prepare students for AP courses.  All writing assignments (HOT Topics) are differentiated with the GT students.  They are asked to write about a topic in which they will practice higher order thinking skills, and the depth of the writing assignment is at the top level of Blooms Taxonomy.

Bobcat Basketball

 

 

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