School Board Meeting

The August School Board Meeting has moved from 8-21 to 8-28

Berryville Lesson Plan – High School

Teacher Name:    Joey Curtis

 

Grade Level and Content:  Health

 

 

 

Timeline of Lesson Plan:        Start Date: 2-29-2016            End Date: 3-4-2016

 

Number

Description

N.7.HW.1

Evaluate personal eating habits for the inclusion of adequate nutrients

(e.g., ChooseMyPlate, nutrition labels, personal food journal, United States Department of Agriculture [USDA]) 

 

N.7.HW.2

Discuss appropriate eating patterns to promote a healthy lifestyle

 

N.7.HW.3

 

Compare and contrast personal eating habits with “Dietary Guidelines for Americans  analyzing nutritional value

(Refer to USDA)

 

N.7.HW.4

 

Analyze the relationship between caloric intake and daily physical activity

(e.g., FITT formula for nutrition)

 

N.7.HW.5

Analyze the importance of appropriate hydration in maintaining health

 

 

 

 

 

Enduring Understandings and Essential Questions

Enduring Understandings for Content or Grade Level

Essential and Guiding Questions for Content or Grade Level

 Students shall examine health-enhancing behaviors to reduce health risks.

Students shall understand concepts related to nutrition and develop skills for making healthy food choices.?  (R)

 

Analyze the effects of family history and lifestyle choices on personal health. (R)

 

Describe the relationship between Nutrition, Excersise and Health /Life. (R)

 

Analyze the importance of personal choices. (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 

Discuss appropriate eating patterns to promote a healthy lifestyle. (K)

 

 

 

 

Assessment Evidence

 

Type and Tools

Oct 20  Bell Ringer, No School

Oct 21  Bell  Ringer, Begin to Read Chap 20.  (Indv)                                                                                                                      

Oct 22  Bell Ringer, Prepare outline of assigned chapters  (Group)

Oct 23  Bell Ringer, Prepare rough draft slides of assigned chapters (Group)

Oct 17  Bell Ringer, Share Presentations and prepare to present.  (Group)

 

 

 

 

Learning Activities:

Day

Common Core State Standard/AR Framework

Instructional Plan

Resources                 DOK

Monday

N.7.HW.1, N.7.HW.2, N.7.HW.3, N.7.HW.4.,  N.7.HW.5,

Bell Ringer Begin to Read Chapter 20. (Indv)

Teacher/Students will discuss key points and vocabulary words within of Chapters 20. Assign Group work.

Textbook                      3

Paper              

Pencils

CPU

 

Tuesday

N.7.HW.1, N.7.HW.2, N.7.HW.3, N.7.HW.4.,  N.7.HW.5,

Bell Ringer: Prepare outlines of assigned chapters.  (Indv)

Teacher/Students discuss key points of Chapters 17,18,19,20.

Textbooks                    3

Pens/pencils

Paper

Cpu

Handouts

 

Wednesday

 

N.7.HW.1, N.7.HW.2, N.7.HW.3, N.7.HW.4.,  N.7.HW.5,

 

Bell Ringer, Prepare rough draft slides and begin to build slide presentations of assigned chapters. (Group)

Teacher/Students, Will discuss key points of Chapters 17,18,19,20.

 

 

Textbooks                    4

Pens/pencils

Paper

Cpu                                   4

Handouts

 

Thursday

N.7.HW.1, N.7.HW.2, N.7.HW.3, N.7.HW.4.,  N.7.HW.5,

Bell Ringer- Begin to build slide presentations. (Group)

Teacher and Students, Discuss key points of Chap 17,18,19,20.

 

Textbooks                       4

Pens/pencils

Paper                              

Cpu                                  4                                  

Handouts

Friday

N.7.HW.1, N.7.HW.2, N.7.HW.3, N.7.HW.4.,  N.7.HW.5,

Bell Ringer- Presentations of Chapters 17,18,19,20 (Group)

Students/Teacher will Reflect on Chapter 17-20 related material and  summarize the lessons.

Textbooks                        4

Cpu                                  4

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.