Name: Rick SandlinGrade/Subject:Wellness,3rdPeriodWeek of: August 14th – 18th, 2017

Monday / Tuesday / Wednesday / Thursday / Friday
Standard / 1.12.3/1.12.4/1.12.7/2.12.1/2.12.22.12.3/12.4/2.12.5/2.12.8/5.12.16.12.1/6.12.3/6.12.4/7.12.1/7.12.27.12.3 / 1.1.4/1.2.3/2.1.1/2.1.4/2.1.6
2.2.2/2.7/2.3.4/3.2.3/4.1.1/4.1.6
4.1.7/5.1.3/5.1.5/5.1.6/5.2.2 / 1.12.1/1.12.5/1.12.8/1.12.9/2.12.7/2.12.8/2.12.9/6.12.1/7.12.2
7.12.3 / 1.1.4/1.2.3/2.1.1/2.1.4/2.1.6
2.2.2/2.7/2.3.4/3.2.3/4.1.1/4.1.6
4.1.7/5.1.3/5.1.5/5.1.6/5.2.2 / 1.12.6/1.12.7/2.12.4/2.12.7/2.12.10
3.12.1/3.12.3/3.12.5/5.12.1/5.12.5
5.12.4/6.12.3/6.12.4/7.12.1
Learning
Goal / EQ: What are some ways that a person’s surroundings can influence his or her health? / EQ: When completing the Skinfold and Flexibility test in the FitnessGram. How are calibers used and when should the individual stop on the Flex test? / EQ: What are some behaviors that put health at risk? / EQ: When completing the Trunk-Lift & Height/Weight measurement in the FitnessGram. How is the lift measured and what muscles are used to do the test correctly? / EQ: What is one way of taking this health class will help you make more healthful decisions?
Activator / Students will make a three-column chart. In the first column, they will list what they known about influences on their health. In the second column list what they want to know about thus topic. As they read the lesson, use the third column to summarize what they learned. / Students will stretch upper body, (arms & shoulders) trunk, and legs. / Students will draw a circle and label it “Health Risk”. Using the six surrounding circles to define and describe the term health. As the students continue reading the lesson filling in the circles with more information. / Students will stretch upper body, (arms & shoulders) trunk, and legs. / Students will write each new vocabulary term in their notebooks. Then based on their current knowledge write a definition and as they read the lesson fill in additional information related to each term.
Teaching
Strategy / Students will contemplate the following question, “What are some factors you have control over that influence your health?” After several responses from the students regarding this subject the discussion will move to a personal level. Students will answer the question, “Have you ever encouraged a friend or family member to take part in a healthful behavior?” Students will brainstorm ways that heredity can affect health. Students will discuss what makes up their environment. They will identify the components that are important to environments and how the components affect the functioning of the environments. Students will discuss how attitude, behavior, and media/technology influence health. / Students will get proper instruction on body position, length of movement, cadence, and instruments of measurement. A partner will make sure the movement is completed properly. / Students will discuss the following question, “Why is it important to know what behaviors put your health at risk? Students will complete the Real-Life Issues activity on page 16 by reading the information then writing a dialogue where two people discuss the potential dangers of going to the party described in the information. This activity will be followed up by the students answering the following question, “What are some situations in which you would speak up to help a friend avoid a risk behavior?” Students will complete the Real-World Connection activity on page 17 by doing the three exercises with the activity. Student will discuss risk and consequences as they relate to teens. / Students will get proper instruction on body position, areas of measurement, and instruments of measurement. The three measurements of both areas and how the mean of the measurements is obtained. / Students will contemplate the following question: “What is one way that society would change if people took better care of their health?” Discussion will follow which will lead into the students completing the Real-Life Issues activity. After reading the scenario the students will be ask the following: Harry told Taylor that there was no television when he was a child. How would having no television influence health? Students will then write a short questionnaire listing what Taylor might ask Harry making sure to cover all the factors that might contribute to a long, healthy life. Students will view the video “Battling the Bulge” on glencoe.com. As a group discuss the different types of weight management options available and which is most beneficial to one’s health.
Summarizer / Students will take a 10-question quiz over lesson two of chapter one, then discuss the answers making sure they receive the correct information. / Students will explain why this movement test is an important aspect of the FitnessGram test. / Students will take a 10-question quiz over lesson three of chapter one, then discuss the answers making sure they receive the correct information. / Students will explain why this movement test is an important aspect of the FitnessGram test. / Students will take a 10-question quiz over lesson four of chapter one, then discuss the answers making sure they receive the correct information.