Name: Rick SandlinGrade/Subject:Wellness,3rd,PeriodWeek of: 9-5–8-17

Monday / Tuesday / Wednesday / Thursday / Friday
Standard / No School (Labor Day) / 1.14/1.2.3/2.1.1/2.1.4/2.1.6/2.2.2/2.7.2/2.3.4/3.2.3/4.1.1/4.1.6/4.1.7/5.1.3/5.1.5/5.1.6/5.2.2/5.2.3 / 2.12.8/5.12.1-5.12.3/5.12.5-5.12.7
6.12.1/6.12.2/7.12.1-7.12.3 / 1.1.2/1.1.4/1.3.1/1.3.3/2.1.6/2.2.6
3.1.3/4.1.8/5.1.1/5.1.5/5.1.8/5.2.7 / 1.12.7/2.12.2/2.12.5/2.12.6
2.12.7/3.12.1/3.12.5/5.12.1
7.12.1/7.12.2
Learning
Goal / EQ: When completing the Pacer test in the FitnessGram when should the individual stop? / EQ: What are some health-related decisions that teens face on a daily basis? / EQ: What is the object of the game of Sponge Ball? / EQ: What are some types of products and services people use to maintain or improve their health?
Activator / Students will complete 5 laps as warm-up laps, stretch upper body, (arms & shoulders) trunk, and legs. Then strength the three areas of their body they just stretched through various muscle enhancing activities. / Students will create a K-W-L Chart by making three columns, labeling the first K, the middle W, and the last L. Writing what the Know then what they Want to know and finally what the learned. / Students will complete 5 laps as warm-up laps, stretch upper body, (arms & shoulders) trunk, and legs. Then strength the three areas of their body they just stretched through various muscle enhancing activities. / Students will create a cluster chart placing the terms “Health Literate Consumer” in the middle circle. Then use the surrounding six circles to define and describe this term.
Teaching
Strategy / Students will get proper instruction on body position, distance of movement, cadence, and instruments of measurement. A partner will count the number of correct movements and make sure the movement is completed properly. / Students will write a conversation in which Tara explains her situation to her school counselor. The counselor should help Tara figure out what the potential outcomes of her choices might be. Students will brain storm ways that values can differ between individuals. Then identify factors, such as age or culture creates differencing values. Students will discuss the steps in the decision making process, along with identifying the difference between short and long term goals. Students will develop an action plan to reaching goals. / Students will have the opportunity to ask any questions they may have thought of following the explanation of the game and modeling. The class will be divided into two equal teams to participate in a game. Students will practice passing all directions along with pivoting on one foot while passing to a teammate who make sure they are in scoring position. / Students will get into groups of two and discuss the question “What are some strategies for being a smart shopper?” Students will read and complete the real life issues activity on page 46 by writing a paragraph on how they would respond to the situation. Students as a group will complete a student web activity on glencoe.com. Students will examine what procedures need to be completed to evaluate products as a consumer. Students will complete the real world connection activity on page 49 to practice product evaluation.
Summarizer / Students will explain why this movement test is an important aspect of the FitnessGram test. / Students will complete a 10 question quiz for lesson 2.2, and then review the questions to make sure they have the correct information. / Students will explain and demonstrate the object of Sponge Ball. / Students will complete a 10 question quiz for lesson 2.3, and then review the questions to make sure they have the correct information.