Health Education 6-8



Health Education 6-8For all eight standards, the performance indicators are the specific concepts and skills that students should know and be able to do by the end of grade 8.Connections to Common Core State Standards (CCSS)Grade 6-8Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance ponentCCSS ConnectionSample Activity1.8.1: Analyze the relationship between healthy behaviors and personal health.Sl.6.1Engage effectively in a range of collaborative discussions (one on one, groups, teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.Working in groups, students choose an area of wellness (physical, emotional, social, intellectual) and rewrite the words to a song. The song must provide example of how the healthy behaviors of their wellness area enhances personal health. 1.8.2: Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence.1.8.3: Analyze how the environment affects personal health.1.8.4: Describe how family history can affect personal health.1.8.5: Describe ways to reduce or prevent injuries & other adolescent health problems.1.8.6: Explain how appropriate health care can promote personal health.1.8.7: Describe the benefits of and barriers to practicing healthy behaviors.W.6.2.aWrite informative/explanatory texts to examine a topic and convey ideas, concepts and information through the selection, organization and analysis of relevant content. a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting, graphics and multimedia when useful to aid comprehension.Healthy/Unhealthy drawing. Students will identify and correctly classify a healthy and unhealthy behavior from each area of wellness (cause) and then explain the effect on the body if they do that behavior. Students will then use graphics to illustrate the effects of the healthy and unhealthy behavior.1.8.8: Examine the likelihood of injury or illness if engaging in unhealthy behaviors.SL.6.1Engage effectively in a range of collaborative discussions (one on one, groups, teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.Students partner up, facing each other, with one facing the screen. The person facing the screen will engage effectively in giving clues to the injuries related to each unhealthy behavior. Once the other person has correctly guessed all of the answers, they switch sides.1.8.9: Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors.L.6.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expressionStudents watch video: “Lifestyle Diseases and How to Avoid Them” by HRM. Student complete three “I learned” statements, and using vocabulary from the video answer T/F questions, explaining why the answer is False.Standard 2: Students will analyze the influence of family, peers, culture, media, technology and other factors on health ponentCCSS ConnectionSample Activity2.8.1: Examine how the family influences the health of adolescents.2.8.2: Describe the influence of culture on health beliefs, practices, and behaviors.2.8.3: Describe how peers influence healthy and unhealthy behaviors.WHST.6.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Using the school‘s Refusal Step Model, students create a comic or use Sunday comics (rewrite word bubble) to demonstrate a peer pressure situation and use of the refusal model to avoid the risky situation.2.8.4: Analyze how the school and community can affect personal health practices and behaviors. 2.8.5: Analyze how messages from media influence health behaviors.2.8.6: Analyze the influence o f technology on personal and family health.2.8.7: Explain how the perception of norms influences healthy and unhealthy behaviors.2.8.8: Explain the influence of personal values and beliefs on individual health practices ad behaviors.2.8.9: Describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors.2.8.10: Explain how school and public health policies can influence health promotion and disease preventionStandard 3: Students will demonstrate the ability to access valid information and products and services to enhance ponent3.8.1: Analyze the validity of health information, products, and services3.8.2: Access valid health information from home, school, and community.3.8.3: Determine the accessibility of products that enhance health.3.8.4: Describe situations that may require professional health services.3.8.5: Locate valid and reliable health products and services.Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health ponent4.8.1: Apply effective verbal and nonverbal communication skills to enhance health.4.8.2: Demonstrate refusal and negotiation skills that avoid or reduce health risks.WHST.6.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Using the school‘s Refusal Step Model, students create a comic or use Sunday comics (rewrite word bubble) to demonstrate a peer pressure situation and use of the refusal model to avoid the risky situation.4.8.3: Demonstrate effective conflict management or resolution strategies.SL.6.1Engage effectively in a range of collaborative discussions (one on one, groups, teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.Students’ role-play teacher created conflict resolution scenarios using effective verbal and nonverbal communication skills to maintain positive relationships. Role-plays are followed by class discussions.4.8.4: Demonstrate how to ask for assistance to enhance the health of self and othersStandard 5: Students will demonstrate the ability to use decision-making skills to enhance ponent5.8.1: Identify circumstances that can help or hinder healthy decision-making.5.8.2: Determine when health-related situations require the application of a thoughtful decision-making process.5.8.3: Distinguish when individual or collaborative decision-making is appropriate.5.8.4: Distinguish between healthy and unhealthy alternatives to health-related issues or problems.5.8.5: Predict the potential short-term impact of each alternative on self and others.5.8.6: Choose healthy alternatives over unhealthy alternatives when making decisions.W.6.1. Write arguments to support claims with clear reasons and relevant evidence.Eat this not that. In small groups, students walk around room looking at pictures of 2 food items/meals from the same restaurant. They are to choose which one they think is healthiest and explain why using clear reasons and relevant evidence. After looking at all sets of pictures, they go around again looking at the answer determining if they were correct and identifying why. They then read over Tips for Eating Healthy when eating out and write our helpful tips they can apply themselves.5.8.7: Analyze the outcomes of a health-related decision.WHST.6.8.Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.Students use multiple sources to research the negative effects of smoking and create a Cigarette Pack design that tells the truth about smoking. Students create a name and include at least 5 negative effects of smoking on their pack design.Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.6.8.1: Assess personal health practicesWHST.6.10Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.Students complete an inventory assessing personal health practices. Students reflect in writing on their current health and determine an area they would like to improve.6.8.2: Develop a goal to adopt, maintain, or improve a personal health practice.WHST.6.10Using the information from their personal inventory, students develop a short term SMART Goal improving a personal health practice.6.8.3: Apply strategies and skills needed to attain a personal health goal. WHST.6.10Students keep a journal reflecting on the strategies and skills they are using to attain their personal health goal6.8.4: Describe how personal health goals can vary with changing abilities, priorities, and responsibilities.SL.6.1Engage effectively in a range of collaborative discussions (one on one, groups, teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.After discussing the steps of creating a SMART Goal, Watch music video “Hall of Fame” by The Script. After watching and listening to music video, have students identify how either the boxer or the ballerina when through those goal setting steps. Have students get in small groups (boxer or ballerina) and respond to specific questions with elaborations and detail how their person progressed through the goal setting steps. Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.7.8.1: Explain the importance of assuming responsibility for personal health behaviors.SL.6.1Engage effectively in a range of collaborative discussions (one on one, groups, teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.Designate 3 areas in room for answers A, B, or C. Students listen to a multiple-choice question about nutrition, exercise or drugs, they answer by going to correct answer area. Teacher asks how they chose answer and gives time to change answer if another students expresses additional information, then answer is revealed. Students return to start for next question. Finish with exit question: Who is responsible for keeping our bodies healthy? Explain7.8.2: Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others. 7.8.3: Demonstrate behaviors that avoid or reduce health risks to self and others.Standard 8: Students will demonstrate the ability to advocate for personal, family and community ponent8.8.1: State a health-enhancing position on a topic and support it with accurate information.8.8.2: Demonstrate how to influence and support others to make positive health choices.8.8.3: Work cooperatively to advocate for healthy individuals, families, and schools.8.8.4: Identify ways that health messages and communication techniques can be altered for different audiences. ................
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