Sixth Grade Mathematics Syllabus
School Year 2015-2016___________
|Course Name |6th Grade Health |Course Code |17.00700 |
|School Name |Druids Hills Middle School |Teacher Name |Coach Beverly |
|School Phone Number |678.874.7603 |Teacher Email |Tyrone_A_Beverly@ |
| |678-874-7684 (direct to classroom) | | |
|School Website | |Teacher Website | |
Course Description
Sixth Grade Health Education is a required course, which will be taught within one nine (9) week time frame. Students in sixth grade integrate a variety of health concepts, skills, and behaviors to plan for their personal health goals. These include prevention of disease and chemical addiction for the promotion of a healthy lifestyle. Students demonstrate confidence in their knowledge and skills. They see themselves as having a role in creating a healthy lifestyle for themselves as individuals, for their families, and for the larger community. These students will engage in promoting health in their community
Curriculum Overview
The following academic concepts will be covered. THIS IS ONLY A GUIDE AND IS SUBJECT TO CHANGE.
|CURRICULUM OVERVIEW |
| |
|Unit 1 - MENTAL/EMOTIONAL , SOCIAL, PHYSICAL HEALTH |
|Standard/Topic HE.6.1. Wellness |
|Standard/Topic HE.6.1. Identify the interrelationships of emotional and social health in adolescence. |
|Element/Standard HE.6.1.A.1: Identify positive relationships in a student’s life. |
|Element/Standard HE.6.1.B.2: Identify how having positive relationships with others can help a student to develop a positive self-concept. |
|Standard/Topic HE.6.2. Examine how one’s surroundings impact health and wellness. |
|Element/Standard HE.6.1.C.1: Identify healthy and unhealthy relationships and their effect on health and wellness. Element/Standard HE.6.1.C.2: |
|Examine how environmental dangers impact personal health and wellness. |
| |
|Unit 2 – MENTAL/EMOTIONAL |
|HE.6.5: Mental Health |
|Standard/Topic HE.6.5.A: Interpersonal Relationships |
|Element/Standard HE.6.5.A.19: Expresses appropriate ways to build and maintain healthy relationships with peers, parents, and others. |
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|Standard/Topic HE.6.5.B: Conflict Resolution |
|Element/Standard HE.6.5.B.20: Explains factors that could escalate and reduce conflict. |
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|Standard/Topic HE.6.5.C: Peer Pressure |
|Element/Standard HE.6.5.C.21: Describes how to deal with negative "peer pressure" by expressing strong feelings peaceably. |
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|Unit 3 – ALCOHOL, TOBACCO AND OTHER DRUGS |
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|HE.6.1: Alcohol, Tobacco & Other Drugs |
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|Standard/Topic HE.6.1.A: Policy and Law |
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|Element/Standard HE.6.1.A.1: Examines school rules, system policies, and local, state, and federal laws regulating purchase, sale, use, and |
|possession of alcohol, tobacco products, and other drugs. |
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|Standard/Topic HE.6.1.B: Effects |
|Element/Standard HE.6.1.B.2: Analyzes the impact of the use of alcohol, tobacco products, and other drugs on the individual, family, and community. |
|Standard/Topic HE.6.1.C: Consequences |
|Element/Standard HE.6.1.C.3: Recognizes and assesses the effects that alcohol and other drugs could have on individuals operating vehicles and other|
|equipment, including the consequences of riding or being with someone under the influence. |
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|Standard/Topic HE.6.1.D: Risk Factors |
|Standard/Topic HE.6.8.A: First Aid |
|Element/Standard HE.6.8.A.27: Identifies and explains the causes of extreme temperature emergencies (e.g., hypothermia, heat exhaustion, and heat |
|stroke) and the appropriate strategies for prevention and treatment. |
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|Element/Standard HE.6.1.D.4: Assesses personal risk factors (e.g., heredity, family and peer drug use, and academic failure) and protective factors |
|(e.g., positive adult models, coping skills, knowledge of resources, and self-sufficiency) for drug use |
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|Unit 4– SAFETY |
|Standard/Topic HE.6.8.B: Violence Prevention |
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|Element/Standard HE.6.8.B.28: Identifies threats to personal safety (e.g., child abuse, sexual and physical abuse, neglect and emotional abuse). |
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|Standard/Topic HE.6.8.C: Resources |
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|Element/Standard HE.6.8.C.29: Identifies local support system concerning personal safety (e.g., family, teacher, religious advisor, friend, and |
|counselor). |
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BOARD-APPROVED INSTRUCTIONAL MATERIALS
GRADING SYSTEM: The DeKalb County School District believes that the teachers shall conduct the most important assessment of student learning as they observe and evaluate students in the context of ongoing classroom instruction. A variety of approaches, methodologies, and resources shall be used to deliver educational services and to maximize each student’s opportunity to succeed. Teachers shall evaluate student progress, report grades that represent the student’s academic achievement, and communicate official academic progress to students and parents in a timely manner through the electronic grading portal. See Board Policy IHA
|Title | Glencoe: Teen Health 1 |
|ISBN |978-0-07-877406-5 |
|Replacement Cost |$84.16 |
|Online book and/or resources | |
.
|GRADING CATEGORIES | |*GRADE PROTOCOL |
| |Sub Categories | | |
|Formative Assessment |Formal or Informal | |A 90 – 100 ~P (pass) |
| |Pre-Assessments | |B 80 89 ~F (fail) |
| |Skills Assessment |25% | |
| |(Warm-Up) | |C 71 – 79 |
| |Quiz | |D 70 |
| |Projects | |F Below 70 |
|Assessment During Learning |Participation | | |
| |Classwork |45% | |
|Guided, Independent, or |Homework | | |
|Group Practice |Project | | |
| |Self-Assessments | | |
| |Unit Tests |30% | |
|Summative Assessment |Quizzes | | |
|or Assessment of Learning |Culminating Project | | |
| |Self-Assessments | | |
| |Performance-based Exam | | |
| |Final or Culminating Exam | | |
Notes:
*English Learners (ELs) must not receive numerical or letter grades for the core content areas in elementary and middle school during their first year of language development. A grade of CS or CU must be assigned. This rule may be extended beyond the first year with approval from the EL Studies Program. English Learners must receive a grade for ESOL courses.
~Elementary schools will utilize P (pass) and F (fail) in Health/Physical Education, Music, World Languages, Visual Arts and Performing Arts.
|DISTRICT EXPECTATIONS FOR SUCCESS |
| | |
|STUDENT PROGRESS |Semester progress reports shall be issued four and a half (4½), nine (9) and thirteen and a half (13½) weeks |
| |into each semester. The progress of students shall be evaluated frequently and plans shall be generated to |
| |remediate deficiencies as they are discovered. Plans shall include appropriate interventions designed to meet |
| |the needs of the students. See Board Policy IH. |
|ACADEMIC INTEGRITY |Students will engage in acts of academic honesty and behaviors that match what is morally and justly right. They|
| |will not participate in corrupt deeds including, but not limited to, cheating, providing false information, |
| |falsifying school records, forging signatures, or using an unauthorized computer user ID or password. See the |
| |Code of Student Conduct - Student Rights and Responsibilities and Character Development Handbook. |
|HOMEWORK |Homework assignments will be meaningful that support application or adaptation of a classroom experience. |
| |Homework is at all times an extension of the teaching/learning experience. It should be considered the |
| |possession of the student and should be collected, evaluated and returned to the students. See Board Policy IHB.|
|MAKE-UP WORK |When a student is absent because of a legal reason as defined by Georgia law or when the absence is apparently |
|DUE TO ABSENCES |beyond the control of the student, the student shall be given an opportunity to earn grade(s) for those days |
| |absent. Make-up work must be completed within the designated time allotted. See Board Policy IHEA. |
|SCHOOL EXPECTATIONS FOR SUCCESS |
|CLASSROOM EXPECTATIONS | |
| |1. Be seated in your assigned seat when the tardy bell rings, prepared with your required materials and |
| |assignments. Remain in your seat until your teacher has dismissed you. |
| |2. Honor the rights of others to speak, to listen, and to learn. Be positive and respectful to class members |
| |and encourage others to do the same. Respect the property of others. |
| |3. Assume the responsibility for your own learning by attending class regularly, being actively involved with |
| |class activities, and completing all assignments. |
| |4. If you know ahead of time that you will be missing a class, see your teacher for assignments so you won't |
| |fall behind. |
| |5. Practice SAFETY at all times. |
| |6. Students will not leave the class without permission. |
| |7. There will be NO EATING, DRINKING or CHEWING GUM in class. |
| | |
| |Absences/Tardies and Disciplinary Policy: |
| | |
| |The student will comply with the classroom rules of conduct and with the rules and regulations of the school as |
| |outlined in the Student Handbook.) |
| |Students are expected to arrive to class be seated in their assigned seats by the time the tardy bell rings. If|
| |a student is late to class from another class and does not have a hall pass, the student must sign a tardy slip,|
| |which has the date and the name of the teacher. After three tardy incidents, the students name will be |
| |submitted to the grade level administrator. Administrative consequences will ensue. |
| |Students are encouraged to use restrooms between class periods as not to interrupt instructional time. |
| | |
| |TARDY CONSEQUENCES: |
| |1st Tardy - Verbal Warning and Parent Contact |
| |2nd Tardy - One Day Teacher Detention and Counselor Referral and Parent Contact |
| |3rd Tardy – Administrative Referral |
| | |
| |Make-up Policy: |
| |1. All work, except for unannounced quizzes, must be made up. It is the STUDENT'S RESPONSIBILITY to request and|
| |complete make-up work. |
| |2. All make-up work must be completed within a reasonable time (one week) upon the student's return from an |
| |absence. |
| |3. Students shall not be issued make-up work packets at end of grading period, as this negatively impacts the |
| |student’s ability to meet standards. |
|MATERIALS AND SUPPLIES |Pocket File Folder (Color specific for grade and period) |
| |Pen #2 Pencil Hand-held pencil sharpener |
| |Paper (lined) Highlighter |
| |Dividers Hand sanitizer |
|EXTRA HELP |Tips for being successful in class: |
| |Write down homework and other assignments daily in your Agenda. |
| |Find a quiet place at home to study and do homework. |
| |Stay organized! |
| |Study a little bit at a time – don’t wait until the last minute! |
| |Make sure all your work is done to the best of your ability. Quality is essential. |
| |Let me know if you need help! |
| |Come to class everyday with a positive attitude! |
|PARENTS AS PARTNERS |Research shows that family involvement promotes student success. Students with involved parents are more likely |
| |to: |
| |Earn higher grades and pass their classes, |
| |Attend school regularly and have better social skills, |
| |Go on to postsecondary education. |
| |When families, schools, and communities work together, |
| |Student achievement improves, |
| |Teacher morale rises, |
| |Communication increases, |
| |Family, school, and community connections multiply. |
| | |
| |The following are suggestions which can help develop a partnership:
|
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* Attend parent meetings and participate in at least one committee. |
| |
* Volunteer at the school on a regular basis. |
| |
* Participate in the decision-making process about school policies, curriculum, and budgets. |
PLEASE SIGN BELOW AND RETURN
I have read the Health Syllabus.
Student Signature___________________________________________________________
Parent/Guardian Signature____________________________________________________
Date_____________________________
Additional information to support continued contact:
|Information |Parent/Guardian |
|Day Time Phone Number | |
|Cellular Phone Number | |
|Home Phone Number | |
|Email Address | |
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