Health and Physical Education

Health and Physical Education

Course Description

Michael Bell ()

Mike Guertler ()

Jenna Bennett ()

This course provides students with the opportunity to learn a variety of sports and sport related movements as well as health and fitness concepts. Health topics relate to primary prevention strategies for alcohol, tobacco, and other drugs, nutrition, human development and reproduction, health and wellness. Physical Education emphasis is placed on active participation and positive social interaction during fitness and sport activities.

HEALTH

7th Grade: Health is designed to help students gain the skills, knowledge and attitudes necessary to remain safe and healthy (physically, emotionally, socially, etc.) throughout their lives. Additionally, students will be exposed to the risks and consequences of chemical use, the characteristics of healthy relationships, how to deal with stress and the risk involved with substance abuse. Application of decision-making skills and knowledge will be stressed to encourage health promotion and life-long health.

PHYSICAL EDUCATION

This course is designed to enhance students’ interest and participation in lifetime fitness activities and a variety of lifetime sports. Opportunities will be provided for participation in individual, dual and team sports and activities. Throughout the course, emphasis will be placed on fundamentals, rules, strategies and individual physical fitness.

Parent Portal

You can access your child’s grades and any missing assignments through Parent Portal at anytime. If more information is need on how to access the Parent Portal, visit Staunton City School’s website and view "parent resources."

Conduct Rubric Name:______

2015-2016 Block: ______

4
ALWAYS / 3
USUALLY / 2
SOMETIMES / 1
RARELY
(NEVER) / TOTAL
POLITE
Uses manners
Raises hand
Respects teachers Respects peers
Behaves appropriately / ___/5
PREPARED
Brings materials
Has materials ready Completes assignments
Turns work in on time / ___/5
PROMPT
Arrives to class on time
Uses break responsibly
Returns promptly
(break/lunch) / ___/5
ON TASK
Uses time wisely
Stays in assigned place
Completes quality work
Follows directions
Gives best effort / ___/5
TOTAL: / ___/20

20 = Outstanding (A)

16 – 19 = Satisfactory (B)

11 – 15 = Needs Improvement (C)

7 – 10 = Off Task (D)

0 – 6 = Not Cooperative (F)

PE class requirements:

Students must bring an appropriate change of clothes for Physical Education class every day. Even students who may be injured or ill are still expected to dress out for class.

Shorts: Must be mid thigh to knee length and not to extend past the knee. The shorts are to be made of athletic material such as mesh, cotton or polyester. Sweatpants may also be worn. The shorts cannot have writing or designs of any kind on the rear area. (Absolutely no jeans or cut off shorts and no holes allowed)

T-Shirts or Sweatshirts must be long enough to be tucked in and stay tucked in during physical activity. Tank tops are not permitted. T-shirts or sweat shirts must be size appropriate and not contain holes.

Footwear: must be a non-marking athletic shoe with proper attachment to the foot (i.e. laces or Velcro straps). Flip Flops, Sandals, crocks or other open shoes are not acceptable. Socks must be worn with the athletic shoes.

No Jewelry: including bracelets or bands of any kind is allowed to be worn during class. The only exception will be small stud earrings. Lip, tongue or nose rings are not acceptable at any time. All jewelry must be removed and locked up in the locker prior to the start of class.

Fitness Testing: Your child will participate in 4 fitness test which include: The cardiovascular endurance test, muscular strength and endurance test, abdominal test, and a flexibility test. These tests will be administered 2-4 different times during the semester. At the beginning of the semester, and then about every 7-8 weeks! Each child is expected to improve on their scores.

Health class requirements: Students will complete the Shelburne health curriculum that was adopted by the Staunton City School Board. Students must have a specific health notebook that will be kept in the health classroom, and they are required to bring their planners and a pencil to class every day. They will receive a grade based on test, quizzes, projects, and homework/class work.

Family Life Education: During the week of August 15-August 19, Office on Youth will be coming into our school to teach the Family Life Curriculum. The Family Life Education curriculum is available for viewing in the Shelburne front office. If you wish to opt out your child from the FLE then you must contact the school and fill out an opt-out form prior to August 15th, 2016.

Shelburne Middle School Physical Education Grading Rubric

(PE is 50% of overall Grade)

Grading Criteria / Implementation / Daily points
1)Personal Social responsibility / Students must Demonstrate positive displays of social and interpersonal skills such as honesty, courtesy, cooperation, good sportsmanship, and respect for themselves, others, equipment, as well as the importance of Physical Education. Students will be held accountable for their own work, actions, and behavior. They must exhibit the ability to work independently , as a team, and remain on task / 10
2)Participation and Effort / Students are expected to participate with maximum effort to the best of their ability. Each student will be graded on an individual basis. Students will incorporate movement principles towards skill performance. Loss of points would include lack of effort during warm-up, lesson focus, and lesson activity. Students will use fitness tools to improve fitness levels. If a student is consistently told to participate he/she will lose points for the class. / 50
3)Preparation and Attendance / Students are required to be on time to class. Students must be in the locker room when the tardy bell rings. Students are required to bring a change of appropriate/required attire for PE class. (Please see PE dress requirements). Students have 4 minutes to get dressed once the tardy bell rings. A failure to do so will result in a Tardy. (See handbook on school tardy protocol). / 25
4)Content knowledge
Skill Assessment / Students will be assessed on their cognitive knowledge through the use of tests, quizzes, presentations, homework, research, etc. Additionally, students will also be evaluated on the skill application and strategy. (Each student’s skill will be graded on an individual basis). Students will also be able to demonstrate ways to be physically active not only in the school but also at home and in the community. / 15

Shelburne Middle School Health Grading Rubric

(50% of total grade)

Homework/
Classwork / The students will rarely have homework. Homework will normally consist of make-up work and projects not finished in class All classwork will be graded and relevant to the subject being taught. Also students will complete journal logs in their note books weekly. / 10%
Quizzes / Quizzes will be given on a lesson completion basis. / 15%
Projects/
Test / All projects and test will happen at the end of each unit. Assessments will consist of power points, written assignments, poster projects, and presentations. / 25%

* Injuries or Illness: Students who are injured or ill are still expected to dress out for class. Students will be encouraged to participate as best as they can, but may have some limitations. Students need to communicate any injuries or illnesses that they may receive while in class.

Essential Health Concepts

7.1 The student will identify and explain essential health concepts to understand personal health.
a)  Identify ways to increase daily physical activity.
b)  Explain the concept of active transportation (walking and biking).
c)  Evaluate the impact of sleep and rest on physical, social, and emotional health and on cognitive performance.
d)  Analyze the caloric and nutritional value of foods and beverages.
e)  Describe the benefit of eating foods to meet the recommendations for iron, calcium, and fiber.
f)  Describe how heredity influences growth and development.
g)  Explain the link between addiction to alcohol, tobacco, and other drugs, chronic disease, and engaging in risky behaviors.
h)  Identify consumer protections for health products and services.
i)  Analyze how the school and community can affect personal health practices and behaviors, to include access to and availability of physical, emotional, and social health services; emergency response systems; health care products; and recreational and leisure opportunities.
j)  Analyze the benefits of stress management and stress-reduction techniques.
k)  Recognize harmful and risky behaviors.
l)  Identify alternatives to gang-related behaviors and acts of violence.
m)  Develop strategies for coping with disappointment.
n)  Identify physical, social, and emotionalfactors that affect school success.
o)  Identify the benefits of healthy interpersonal relationships.
p)  Recognize the impact of difficult family situations on physical, social, and emotional health.
q)  Differentiate between passive, aggressive, and assertive communication.
r)  Explain how violence, bullying, and harassment affect health and safety.
s)  Describe the role of empathy in preventing bullying (in school and online).
Teacher Resource:
*Teen Health Course 1
Ø  Chapter 4 lessons 1-3
Ø  Chapter 1 Lessons 1,4
Ø  Chapter 5 lesson 4
Ø  Chapter 6 lessons 1-4
Ø 
Assessment:
Lesson quizzes
Checklist
Survey
Rubric for personal projects / Healthy Decisions
7.2 The student will use decision-making skills to promote health and personal wellness.
a)  Determine the health benefits of regular physical activity and fitness.
b)  Examine the importance of participating in recreational and leisure activities..
c)  Describe how healthy food choices and physical activity keep the circulatory system healthy.
d)  Analyze the effects of nutrition on daily performance.
e)  Determine the cognitive and physical benefits of eating a healthy breakfast.
f)  Evaluate the accuracy of claims about dietary supplements and popular diets.
g)  Use a decision-making process to evaluate daily food intake and nutritional requirements.
h)  Compare current personal sleep and rest habits with recommended guidelines for teenagers.
i)  Evaluate the impact of sleep and rest on physical and mental performance.
j)  Describe types of advertising techniques used in a variety of media, to include social media, that may influence adolescents’ decisions concerning alcohol, tobacco, and drug use, and gang involvement.
k)  Identify consequences of engaging in risky behaviors, to include alcohol, tobacco, and drug use, gang involvement, and imitating gang-related behaviors.
l)  Identify strategies for avoiding alcohol, tobacco, inhalants, and other harmful substances.
m)  Explain the influence of personal and family values and beliefs on individual health practices and behaviors.
n)  Describe how peers influence healthy and unhealthy behaviors.
o)  Explain the benefits of emotional flexibility, stress management, and stress-reduction techniques for emotional health.
p)  Develop achievable goals for handling stressors in healthy ways.
q)  Explain the importance of a positive (emotionally safe) school climate for school success.
r)  Explain why it is important to prevent bullying at school and online.
s)  Describe how a healthy environment is essential to personal and community health.
t)  Evaluate the relationship of social and environmental factors to individual and community health..
Teacher Resource:
*Teen Health Course 1
Ø  Chapter 4 lessons 3, 5, 6
Ø  Chapter 5 lesson 4
Ø  Chapter 8 lesson 1, 3-5
Ø  Chapter 9 lesson1, 3-5
Ø  Chapter 10 1-3
Assessment:
Nutritional Analysis
Formative assessment
Checklist
Exit Tickets
Entry Ticket
Advocacy and Health Promotion
7.3 The student will promote healthy schools, families, and communities.
a)  Create a campaign to promote cardiovascular health.
b)  Formulate a plan to increase opportunities for physical activity at home, at school, and in the community.
c)  Design and promote safe walking and bike routes to and from school or another location in the community.
d)  Encourage nutrient-dense food choices at home and at school.
e)  Encourage peers and family members to eat healthy foods and to be physically active.
f)  Create a personal and family plan to meet guidelines for sleep and rest.
g)  Identify ways to participate in school and community efforts to promote a drug-free lifestyle.
h)  Describe how family practices and customs promote positive health choices.
i)  Analyze the types of advertising techniques used to influence adolescentand family health practices and decisions.
j)  Evaluate the validity of information from different resources, and share findings with others.
k)  Demonstrate how to influence others to make positive health choices.
l)  Create strategies to address differences between family values and beliefs and those of friends.
m)  Create strategies to promote awareness of consequences associated with gang involvement.
n)  Promote strategies for coping with disappointment and adversity.
o)  Promote help-seeking for mental health concerns.
p)  Design an evaluation tool that measures the safety and supportiveness of a school climate.
q)  Create a campaign to prevent bullying in school and online.
r)  Identify ways to maintain a safe and healthy environment at school and at home.
Teacher Resource:
*Teen Health Course 1
Ø  Chapter 15 lessons 1-3
Ø  Chapter 2 lessons 1-2
Assessment:
Stress survey
Sleep survey / PHYSICAL EDUCATION

Motor Skill Development

7.1 The student will demonstrate competence and apply movement concepts in modified versions of various game/sport, rhythmic, and recreational activities.

Anatomical Basis of Movement

7.2 The student will understand and apply movement principles and concepts and knowledge of major body structures.

Fitness Planning

7.3 The student will apply concepts and principles of training and fitness-planning skills to improve physical fitness.

Social Development

7.4 The student will demonstrate and apply skills to work independently and with others in physical activity settings.

Energy Balance

7.5 The student will describe rate of perceived exertion and nutrients (energy) needed for a variety of activities and explain the importance of sleep for energy balance.

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Please sign below and return the bottom portion to confirm you have received and read the syllabus and understand the terms above for physical education and health. Please feel free to email us with any questions you may have.

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