Number

Description

PHS.6.HW.9

 Compare and contrast short-term and long-term effects of stress and depression

(e.g., appetite change, low activity level, personality change, sleep patterns)

PHS.6.HW.10

Identify risk factors associated with suicide

(e.g., depression, destructive behaviors, feelings of hopelessness, poor coping skills,

poor self-concept, social isolation)

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 wellness. 

Define the term Health?  (K)

Analyze reasons why health informed teens do not practice health y habits. (R)

Describe the relationship between Health and Life. (R)

Determine the top three causes of teen deaths. (K)

Use text and technology to research specific topics. (S)

Use technology to present topic related information.  (S) (P)

Learning Target:  R-reasoning/understanding ; S-Skill; P-product; K-knowledge 

Define Self Esteem. (K)

Type and Tools

Aug 18 Bell Ringer, Fill out Student Information Sheet

Aug 19 Bel  Ringer, Define the term, Health.

Aug 20 Bell Ringer, Define the term, Self Esteem.

Aug 21 Bell Ringer, Define Stress, and provide two examples of how it effects you.

Aug 22 Bell Ringer, Group Presentation prep.

Day

Common Core State Standard/AR Framework

Instructional Plan

Resources                 DOK

Monday

PHS.6.HW.9

Bell Ringer

Students complete “first day” forms, receive seating assignments

Teacher breaks class into groups, teacher outlines course expectations w/ handout

Handouts                     2

Profile sheets              

Paper/pencils

Tuesday

PHS.6.HW.9

Bell Ringer

Teacher/Students, in groups, discuss general Health related Topics, Decision Making, and Skills

Textbooks                    3

Pens/pencils

Paper

Cpu

Handouts

Wednesday

PHS.6.HW.10

Bell Ringer

Teacher/Students, in groups, discuss Mental Health related topics.

Textbooks                    3

Pens/pencils

Paper

Cpu

Handouts

Thursday

PHS.6.HW.10

Bell Ringer

Discussion on Mental Health and Stress

Textbooks

Pens/pencils

Paper                               3

Cpu

Handouts

Friday

PHS.6.HW.9, PHS.6.HW.10

Bell Ringer

Group presentations

Discussion/Reflection

Textbooks                        4

Cpu

Projector

Pens/pencils/paper

Handouts

ESL students are paired with a higher level of ESL 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.