In addition to setting guidelines with the Core Principles to promote positive behaviors, my goal is that the students have fun in a safe environment.
My grading policy is based on a reflective effective effort piece, active and enhanced participation, and a summative assessment using the standards (covering our curriculum, but not assessing all).
I encourage home participation as much as possible to help support our students desire to succeed.
ALL YMS STUDENTS/FAMILY STANDARD
Students (and Parents) demonstrate a healthy practice and/or behavior to maintain or improve their own health
To create our Wellness course, I am looking at the language from the Maine Department of Education:
7th Grade Wellness
This course is going to be fun with incorporating the skills of nutrition and Presidential Fitness Testing. Students will dive into their own habits and reflect on some questions like: What kind of person are you? Who do you want to become? What are your top ideal future characteristics you want in your life and what do you want to avoid? We will have a great portal to communicate assignments, class discussions, and check the progress for the duration of students time with Wellness.
Standards in this course are:
A1 Healthy Behaviors and Personal Health
Students examine the relationship between behaviors and personal health.
Explain the importance of assuming responsibility for personal health.
A5 Growth and Development
Students describe specific characteristics of adolescent human growth and development.
D1 Influences on Health Practices/Behaviors
Students explain and analyze influences on adolescent health behaviors.
Examine how the family, school, and community influence the health behaviors of adolescents.
F2 Goal-Setting
Students develop and apply strategies to attain a short-term personal health goal.
a. Assess personal health practices.
b. Develop a short-term goal to adopt, maintain, or improve a personal health practice.
c. Develop and apply strategies and monitor progress toward a personal health goal.
d. Describe how personal health goals can vary with changing abilities, priorities, and responsibilities.
H1 Fitness Assessment
Students participate in a health- related fitness assessment that addresses a variety of health- related fitness components to establish personal fitness goals.
H3 Fitness Activity
Students participate in physical activities that address personal fitness goals for the health-related fitness components including flexibility, cardiovascular endurance, muscular endurance, muscular strength, and body composition.
8th Grade Wellness
This course is going to be intriguing incorporating the skills of advocacy on the topics students are interested in learning more about and what they want to do to make their world a better place. Topics include but are not limited to alcohol, drugs (both prescribed and illegal), media literacy, diseases, exercise/food fads, waste, etc.
In addition, students will create a Fitness Portfolio which will include a routine using the goals they will set for themselves at the beginning of the course. Students will enrich, engage, and invigorate their learning experience in this course through extensive research and application.
Standards in this course are:
C2 Avoiding/Reducing Health Risks
Students demonstrate behaviors to avoid or reduce health risks to self and others.
a. Demonstrate ways to recognize, avoid, or change situations that threaten the safety of self and others.
E. Communication and Advocacy Skills: Students demonstrate the ability to use interpersonal communication and advocacy skills to enhance personal, family, and community health.
E2 Advocacy Skills
Students describe ways to influence and support others in making positive health choices.
b. Develop health-enhancing messages using communication techniques that target a specific audience.
F2 Goal-Setting
Students develop and apply strategies to attain a short-term personal health goal.
a. Assess personal health practices.
b. Develop a short-term goal to adopt, maintain, or improve a personal health practice.
c. Develop and apply strategies and monitor progress toward a personal health goal.
d. Describe how personal health goals can vary with changing abilities, priorities, and responsibilities.
H1 Fitness Assessment
Students participate in a health- related fitness assessment that addresses a variety of health- related fitness components to establish personal fitness goals.
H2 Health-Related Fitness Plan
Students design a fitness program from established goals which addresses the five health-related fitness components and applies the frequency, intensity, time, and type (FITT) guidelines.
H3 Fitness Activity
Students participate in physical activities that address personal fitness goals for the health-related fitness components including flexibility, cardiovascular endurance, muscular endurance, muscular strength, and body composition.
My grading policy is based on a reflective effective effort piece, active and enhanced participation, and a summative assessment using the standards (covering our curriculum, but not assessing all).
I encourage home participation as much as possible to help support our students desire to succeed.
ALL YMS STUDENTS/FAMILY STANDARD
Students (and Parents) demonstrate a healthy practice and/or behavior to maintain or improve their own health
To create our Wellness course, I am looking at the language from the Maine Department of Education:
- Physical education provides students with the skills and knowledge needed to support participation in a wide variety of physical activities that contribute to an active lifestyle. Physical education provides building blocks for skill development, skill analysis, physical fitness, stress reduction, decision-making, and positive social skills. Students learn to assess and set goals, evaluate their own physical fitness, and use the knowledge to maintain or improve their current fitness level. Students who participate in physical education on a regular basis learn the benefits of physical activity and its contribution to a healthy lifestyle.
- Health education gives students the knowledge and skills to thrive physically, mentally, emotionally, and socially. It contributes to students’ ability to successfully practice behaviors that protect and promote health, and avoid and reduce health risks. Health education helps students to determine personal values and group norms that support healthy behaviors. Through comprehensive health education, students learn basic health concepts and influences on health. They develop the skills required to adopt, practice, and maintain health-enhancing and safe behaviors. These skills include: analyzing the reliability and validity of media and health resources; communicating effectively using refusal and conflict management skills; setting goals; and making healthy decisions. Health education helps students to be better consumers of information, manage stress, and make healthy decisions in the face of conflicting messages. It assists them in living healthier lives.
7th Grade Wellness
This course is going to be fun with incorporating the skills of nutrition and Presidential Fitness Testing. Students will dive into their own habits and reflect on some questions like: What kind of person are you? Who do you want to become? What are your top ideal future characteristics you want in your life and what do you want to avoid? We will have a great portal to communicate assignments, class discussions, and check the progress for the duration of students time with Wellness.
Standards in this course are:
A1 Healthy Behaviors and Personal Health
Students examine the relationship between behaviors and personal health.
Explain the importance of assuming responsibility for personal health.
A5 Growth and Development
Students describe specific characteristics of adolescent human growth and development.
D1 Influences on Health Practices/Behaviors
Students explain and analyze influences on adolescent health behaviors.
Examine how the family, school, and community influence the health behaviors of adolescents.
F2 Goal-Setting
Students develop and apply strategies to attain a short-term personal health goal.
a. Assess personal health practices.
b. Develop a short-term goal to adopt, maintain, or improve a personal health practice.
c. Develop and apply strategies and monitor progress toward a personal health goal.
d. Describe how personal health goals can vary with changing abilities, priorities, and responsibilities.
H1 Fitness Assessment
Students participate in a health- related fitness assessment that addresses a variety of health- related fitness components to establish personal fitness goals.
H3 Fitness Activity
Students participate in physical activities that address personal fitness goals for the health-related fitness components including flexibility, cardiovascular endurance, muscular endurance, muscular strength, and body composition.
8th Grade Wellness
This course is going to be intriguing incorporating the skills of advocacy on the topics students are interested in learning more about and what they want to do to make their world a better place. Topics include but are not limited to alcohol, drugs (both prescribed and illegal), media literacy, diseases, exercise/food fads, waste, etc.
In addition, students will create a Fitness Portfolio which will include a routine using the goals they will set for themselves at the beginning of the course. Students will enrich, engage, and invigorate their learning experience in this course through extensive research and application.
Standards in this course are:
C2 Avoiding/Reducing Health Risks
Students demonstrate behaviors to avoid or reduce health risks to self and others.
a. Demonstrate ways to recognize, avoid, or change situations that threaten the safety of self and others.
E. Communication and Advocacy Skills: Students demonstrate the ability to use interpersonal communication and advocacy skills to enhance personal, family, and community health.
E2 Advocacy Skills
Students describe ways to influence and support others in making positive health choices.
b. Develop health-enhancing messages using communication techniques that target a specific audience.
F2 Goal-Setting
Students develop and apply strategies to attain a short-term personal health goal.
a. Assess personal health practices.
b. Develop a short-term goal to adopt, maintain, or improve a personal health practice.
c. Develop and apply strategies and monitor progress toward a personal health goal.
d. Describe how personal health goals can vary with changing abilities, priorities, and responsibilities.
H1 Fitness Assessment
Students participate in a health- related fitness assessment that addresses a variety of health- related fitness components to establish personal fitness goals.
H2 Health-Related Fitness Plan
Students design a fitness program from established goals which addresses the five health-related fitness components and applies the frequency, intensity, time, and type (FITT) guidelines.
H3 Fitness Activity
Students participate in physical activities that address personal fitness goals for the health-related fitness components including flexibility, cardiovascular endurance, muscular endurance, muscular strength, and body composition.