Berryville Lesson Plan – High School
Teacher Name: Joey Curtis
Grade Level and Content: Health
Timeline of Lesson Plan: Start Date: 2-29-2016 End Date: 3-4-2016
Number |
Description |
N.7.HW.1 |
Evaluate personal eating habits for the inclusion of adequate nutrients (e.g., ChooseMyPlate, nutrition labels, personal food journal, United States Department of Agriculture [USDA])
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N.7.HW.2 |
Discuss appropriate eating patterns to promote a healthy lifestyle
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N.7.HW.3
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Compare and contrast personal eating habits with “Dietary Guidelines for Americans” analyzing nutritional value (Refer to USDA)
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N.7.HW.4
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Analyze the relationship between caloric intake and daily physical activity (e.g., FITT formula for nutrition)
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N.7.HW.5 |
Analyze the importance of appropriate hydration in maintaining health
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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 examine health-enhancing behaviors to reduce health risks. |
Students shall understand concepts related to nutrition and develop skills for making healthy food choices.? (R) |
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Analyze the effects of family history and lifestyle choices on personal health. (R) |
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Describe the relationship between Nutrition, Excersise and Health /Life. (R) |
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Analyze the importance of personal choices. (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 |
Discuss appropriate eating patterns to promote a healthy lifestyle. (K)
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Assessment Evidence
Type and Tools |
Oct 20 Bell Ringer, No School |
Oct 21 Bell Ringer, Begin to Read Chap 20. (Indv) |
Oct 22 Bell Ringer, Prepare outline of assigned chapters (Group) |
Oct 23 Bell Ringer, Prepare rough draft slides of assigned chapters (Group) |
Oct 17 Bell Ringer, Share Presentations and prepare to present. (Group) |
Learning Activities:
Day |
Common Core State Standard/AR Framework Instructional Plan |
Resources DOK |
Monday |
N.7.HW.1, N.7.HW.2, N.7.HW.3, N.7.HW.4., N.7.HW.5, Bell Ringer Begin to Read Chapter 20. (Indv) Teacher/Students will discuss key points and vocabulary words within of Chapters 20. Assign Group work. |
Textbook 3 |
Paper |
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Pencils |
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CPU |
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Tuesday |
N.7.HW.1, N.7.HW.2, N.7.HW.3, N.7.HW.4., N.7.HW.5, Bell Ringer: Prepare outlines of assigned chapters. (Indv) Teacher/Students discuss key points of Chapters 17,18,19,20. |
Textbooks 3 |
Pens/pencils |
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Paper |
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Cpu |
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Handouts |
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Wednesday |
N.7.HW.1, N.7.HW.2, N.7.HW.3, N.7.HW.4., N.7.HW.5,
Bell Ringer, Prepare rough draft slides and begin to build slide presentations of assigned chapters. (Group) Teacher/Students, Will discuss key points of Chapters 17,18,19,20.
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Textbooks 4 |
Pens/pencils |
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Paper |
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Cpu 4 |
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Handouts |
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Thursday |
N.7.HW.1, N.7.HW.2, N.7.HW.3, N.7.HW.4., N.7.HW.5, Bell Ringer- Begin to build slide presentations. (Group) Teacher and Students, Discuss key points of Chap 17,18,19,20. |
Textbooks 4 |
Pens/pencils |
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Paper |
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Cpu 4 |
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Handouts |
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Friday |
N.7.HW.1, N.7.HW.2, N.7.HW.3, N.7.HW.4., N.7.HW.5, Bell Ringer- Presentations of Chapters 17,18,19,20 (Group) Students/Teacher will Reflect on Chapter 17-20 related material and summarize the lessons. |
Textbooks 4 |
Cpu 4 |
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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. |