Berryville Lesson Plan – High School
Teacher Name: Joey Curtis
Grade Level and Content: Health
Timeline of Lesson Plan: Start Date: 02-2-2015 End Date: 2-6-2015
Number |
Description |
HLSR.4.HW.1 |
Identify healthy and unhealthy behaviors in relationships (e.g., communication skills, controlling, co-dependency, jealousy)
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HLSR.4.HW.2 |
Evaluate positive and negative effects of various relationships on all aspects of health (e.g., family, friendships, peers)
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HLSR.4.HW.3 |
Analyze the dynamics of family roles and responsibilities relating to healthy behavior (e.g., communication skills, cultural diversity, family finances, family history, role models)
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HLSR.4.HW.4 |
Apply a variety of strategies and/or skills to demonstrate respect for and responsibility to self and others
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HGD.1.HW.1
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Analyze the growth patterns and developmental changes in humans throughout the life-cycle (e.g., emotional, intellectual, mental, physical, social):
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Enduring Understandings and Essential Questions
Enduring Understandings for Content or Grade Level |
Essential and Guiding Questions for Content or Grade Level |
Students shall demonstrate the ability to use skills to enhance relationships and promote mental, physical, and social wellness. |
Analyze the relationship between Mental, Physical and Social Health in relationships throughout the Life Cycle? (R) |
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Analyze reasons why health informed teens do not practice health y habits. (R) |
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Describe the relationship between Health and Life. (R) |
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Analyze various health related aspects related to the latter stages of the Life Cycle. (K) |
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Use text and technology to research specific health related topics. (S) |
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Use technology to present topic related information. (S) (P) |
Learning Target: R-reasoning/understanding ; S-Skill; P-product; K-knowledge |
Analyze Human Anatomy including Bone structure and the Nervous Systems. (K)
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Assessment Evidence
Type and Tools |
Sep 15 Bell Ringer, Begin to Read and familiarize yourself with the contents of Chapters 9,10,11,12 . (Group) |
Sep 16 Bell Ringer, List as many physical changes that you can think of occurs during puberty. (Group) |
Sep 17 Bell Ringer, List as many physical changes that you can think of occur during middle adulthood. (Group) |
Sep 18 Bell Ringer, How many types of Bones are there in the Human Body and List them. (Group) |
Sep 19 Bell Ringer, Describe, in your own words, what the Fontal Lobe is responsible for. (Group) |
Learning Activities:
Day |
Common Core State Standard/AR Framework Instructional Plan |
Resources DOK |
Monday |
HLSR.4.HW.1, HLSR.4.HW.2, HLSR.4.HW.3, HLSR.4.HW.4 Bell Ringer, Begin to Read and familiarize yourself with the contents of Chapters 9,10,11,12 . (Group) Teacher/Students will discuss contents of Chapters 9,10,11 and 12. And begin to brek them down into Groups. |
Textbook 3 |
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Pencils |
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CPU |
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Tuesday |
HLSR.4.HW.1. HLSR.4.HW.2 List as many physical changes that you can think of occurs during puberty. Teacher/Students will discuss the contents of each outline and analyze their applications.
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Textbooks 3 |
Pens/pencils |
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Paper |
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Cpu |
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Handouts |
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Wednesday |
HLSR.4.HW.1HLSR.4.HW.2 Bell Ringer- List as many physical changes that you can think of occur during middle adulthood. (Group) Teacher/Students, Will Discuss Chap 9 and 10 related material.
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Textbooks 4 |
Pens/pencils |
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Paper |
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Cpu |
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Handouts |
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Thursday |
HLSR.4.HW.1, HLSR.4.HW.2 Bell Ringer- How many types of Bones are there in the Human Body and List them. (Group) Teacher and Students, will Dicuss Chap 11 and 12 related material. |
Textbooks 4 |
Pens/pencils |
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Paper |
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Cpu |
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Handouts |
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Friday |
HLSR.4.HW.1HLSR.4.HW.2 Bell Ringer- Describe, in your own words, what the Fontal Lobe is responsible for. (Group) Students/Teacher will Reflect on Chapter 9,10,11, and 12 related material and bign to summarize the lessons. |
Textbooks 4 |
Cpu |
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Projector |
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Pens/pencils/paper |
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Handouts |
Differentiated Instruction: Be sure include Special needs, ESL, and GT
ESL students are paired with a higher level of ESL students and/or Bi Lingual students. IEP or accommodations: Students are provided with visuals, with teacher provided work sheets if needed. Students are provided with hands on activities and class interactions, using models to reinforce different learning styles. All tests are modified for IEP students which include either extended time or reduced length.Gifted and Talented: Students are given several thought provoking questions throughout lesson and on each assessment. These questions are designed to prepare students for AP courses. All writing assignments (HOT Topics) are differentiated with the GT students. They are asked to write about a topic in which they will practice higher order thinking skills, and the depth of the writing assignment is at the top level of Blooms Taxonomy. |
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