*Project or assignment should be organized and well prepared.
*Project or assignment requires students to practice the following areas (content, process/organization and connection to wellness).
*Assignment may include only a few errors.
*Assignment should include understanding of key concepts and applications.
*Assignment or project should display at least 90-100% accuracy.
*Assignment may include a formal reflection on work produced as a major part of project.
7th Grade Rubric for "Living Tobacco-Free" Project
Participated in the Tobacco-free radio public service announcement/commercial ___/15 pts
Speaking part with Health-related facts included ___/10 pts
"Benefits to Saying NO To Tobacco" or "Harmful Effects of Tobacco on the Body" Poster or Brochure ___/25 pts
*Neat and organized ___/(10 pts)
*Colored ___/(5 pts)
*Includes detailed Health-related facts ___/(10 pts)
Reflection Paper of Health Triangle ___/30 pts
*Describes How Your Personal Health Triangle is affected by tobacco:
(Physical) ___/(10 pts)
(Mental/Emotional) ___/(10 pts)
(Social) ___/(10 pts)
*NEEDS TO BE TYPED. REFLECTION PAPER NEEDS TO BE ONE FULL PAGE AT LEAST.
TOTAL 80 POINTS
Speaking part with Health-related facts included ___/10 pts
"Benefits to Saying NO To Tobacco" or "Harmful Effects of Tobacco on the Body" Poster or Brochure ___/25 pts
*Neat and organized ___/(10 pts)
*Colored ___/(5 pts)
*Includes detailed Health-related facts ___/(10 pts)
Reflection Paper of Health Triangle ___/30 pts
*Describes How Your Personal Health Triangle is affected by tobacco:
(Physical) ___/(10 pts)
(Mental/Emotional) ___/(10 pts)
(Social) ___/(10 pts)
*NEEDS TO BE TYPED. REFLECTION PAPER NEEDS TO BE ONE FULL PAGE AT LEAST.
TOTAL 80 POINTS
8th Grade Rubric for "Personal Campaign to Advocate Against Drugs/Alcohol" Project
Presentation of Essay (Journalist style) or Movie, Commercial, etc. _____/15 pts
*Everyone MUST have speaking parts as well as included Health-related data/facts/statistics learned in class and researched.
Tangible Evidence Piece to support data (Designed quiz, survey, "Did You Know" Facts Sheet, Diagram, Graph, or Drawing. CHOOSE ONE _____/20 pts
*Each member of the group has to present a different tangible piece.
*Must be neat and organized.
Included a list of the 8 focus areas chosen to support your project _____/10 pts
Did your paper/project reflect the 8 different focus areas given? ____/15 pts
Reflection Paper of How This Project Relates to topics learned in this class ____/50 pts:
*Bullying ___/10 pts
*Safety ___/10 pts
*Nutrition ___/10 pts
*Self-Esteem ___/10 pts
*How your Personal Health Triangle is affected by this substance ___/10 pts
Typed ___/10 pts
MUST BE TYPED NEATLY AND NEEDS TO BE ONE FULL PAGE AT LEAST.
TOTAL 120 POINTS
*Everyone MUST have speaking parts as well as included Health-related data/facts/statistics learned in class and researched.
Tangible Evidence Piece to support data (Designed quiz, survey, "Did You Know" Facts Sheet, Diagram, Graph, or Drawing. CHOOSE ONE _____/20 pts
*Each member of the group has to present a different tangible piece.
*Must be neat and organized.
Included a list of the 8 focus areas chosen to support your project _____/10 pts
Did your paper/project reflect the 8 different focus areas given? ____/15 pts
Reflection Paper of How This Project Relates to topics learned in this class ____/50 pts:
*Bullying ___/10 pts
*Safety ___/10 pts
*Nutrition ___/10 pts
*Self-Esteem ___/10 pts
*How your Personal Health Triangle is affected by this substance ___/10 pts
Typed ___/10 pts
MUST BE TYPED NEATLY AND NEEDS TO BE ONE FULL PAGE AT LEAST.
TOTAL 120 POINTS
December 6-17
In P.E., students in both 7th and 8th were working on Volleyball skills. Students are preparing for a small tournament among the 7th and 8th grade classes in January.
In Health, 7th and 8th graders worked on preparation for their Portfolio-Eligible Projects during class. Students received the following forms:
1) Criteria For Personal Wellness
2) 7th Grade: Rubric for "Living Tobacco-Free" Project
8th Grade: Rubric for "Personal Campaign to Advocate Against Drugs/Alcohol"
__________________________________________________________________________________
7th Grade Project: Students are working together in groups to create a radio public announcement/commercial expressing the Harmful Effects of Tobacco on the Body. All students are required to have an active speaking part with Health-related facts.
Students will also prepare a poster or brochure, and also a reflection paper describing how your Personal Health Triangle is affected by tobacco.
__________________________________________________________________________________
8th Grade Project: "Personal Campaign to Advocate Against Drugs/Alcohol"
Project may be in the form of a radio Public Service Announcement, Awareness Program, Website, Talk Show, etc.
Projects may cover a variety of topics including interviewing and surveying police, judges, teachers, etc. They may also examine organizations such as M.A.D.D.(Mothers Against Drunk Driving) and review alcohol-related laws and policies in their community. They also are asked to set goals to remain alcohol-free. Students will present their community projects and give their personal goals (develop an Action Plan) to the teacher.
Project must include on of the following tangible evidence piece which will be used as collected data: Designed quiz, survey, "Did You Know" Facts Sheet, Diagram, Graph, or Drawing.
Students must show a reflection how this project relates to all of the topics studied this year in FFL (ex., Self-esteem, Personal Safety, Bullying, etc.
Focus on internal/external influences.
CHOOSE 8 OF THE FOLLOWING AREAS OF FOCUS TO INCLUDE IN YOUR PROJECT...
*Pressures teens face, and how adults can help (Bridging the Gap).
*Reasons people drink or use tobacco or other drugs.
*Determine what recreational activities are available in the community for alcohol-free relaxation and enjoyment.
*Drawing or diagram to illustrate the effects of alcohol on the brain and central nervous system.
*Make a drawing depicting the needs, which people try to fill through drinking. Examples may include feelings of security, feelings of importance, etc.
*Call attention to current newspaper articles, magazine articles, movies, or music and television programs that mention or discuss alcohol (CONVERSATION STARTER). Develop questions for discussion.
*Interview or research people who have lost kids, friends, loved ones, classmates, etc. to drug/alcohol abuse.
*Skills used to identify and resist influences to use alcohol.
*Look beyond family and friends and into your community to see how advertising, legislation and other matters may affect a person's decision to use or not use alcohol.
*Explore issues and opinions about alcohol and discuss how students can influence their friends, younger kids, their schools--and even their communities--about not drinking alcohol.
*Review refusal skills, consequences of alcohol use and alternative ways to have fun without drinking. Identify the things you want to see happen for yourself and a plan to achieve those goals during the upcoming year.
*Examine the role of personal responsibility in making the decision to drink and having an influence on others.
*Explore how schools, law enforcement, the media, business establishments and government influence their decisions about drinking.
*Study the case of a teen who is stopped for driving under the influence of alcohol after attending a party. Discuss the case and examine the people or institutions that may have played a role in the teen's decision to drink.
*Student brainstorm for ideas to deter underage drinking. You are asked to look at the issues from the perspectives of parents, teens, police and educators and vote on the ideas (make a law) you believe will be the most effective.
*Help students understand the complexity of alcohol use and demonstrate how students can become involved in changing the attitudes of friends, younger students and even adults.
*What could be done to reduce the number of collisions resulting from drinking and driving?
*Where would you find information in your community to help someone with drinking problems.
In Health, 7th and 8th graders worked on preparation for their Portfolio-Eligible Projects during class. Students received the following forms:
1) Criteria For Personal Wellness
2) 7th Grade: Rubric for "Living Tobacco-Free" Project
8th Grade: Rubric for "Personal Campaign to Advocate Against Drugs/Alcohol"
__________________________________________________________________________________
7th Grade Project: Students are working together in groups to create a radio public announcement/commercial expressing the Harmful Effects of Tobacco on the Body. All students are required to have an active speaking part with Health-related facts.
Students will also prepare a poster or brochure, and also a reflection paper describing how your Personal Health Triangle is affected by tobacco.
__________________________________________________________________________________
8th Grade Project: "Personal Campaign to Advocate Against Drugs/Alcohol"
Project may be in the form of a radio Public Service Announcement, Awareness Program, Website, Talk Show, etc.
Projects may cover a variety of topics including interviewing and surveying police, judges, teachers, etc. They may also examine organizations such as M.A.D.D.(Mothers Against Drunk Driving) and review alcohol-related laws and policies in their community. They also are asked to set goals to remain alcohol-free. Students will present their community projects and give their personal goals (develop an Action Plan) to the teacher.
Project must include on of the following tangible evidence piece which will be used as collected data: Designed quiz, survey, "Did You Know" Facts Sheet, Diagram, Graph, or Drawing.
Students must show a reflection how this project relates to all of the topics studied this year in FFL (ex., Self-esteem, Personal Safety, Bullying, etc.
Focus on internal/external influences.
CHOOSE 8 OF THE FOLLOWING AREAS OF FOCUS TO INCLUDE IN YOUR PROJECT...
*Pressures teens face, and how adults can help (Bridging the Gap).
*Reasons people drink or use tobacco or other drugs.
*Determine what recreational activities are available in the community for alcohol-free relaxation and enjoyment.
*Drawing or diagram to illustrate the effects of alcohol on the brain and central nervous system.
*Make a drawing depicting the needs, which people try to fill through drinking. Examples may include feelings of security, feelings of importance, etc.
*Call attention to current newspaper articles, magazine articles, movies, or music and television programs that mention or discuss alcohol (CONVERSATION STARTER). Develop questions for discussion.
*Interview or research people who have lost kids, friends, loved ones, classmates, etc. to drug/alcohol abuse.
*Skills used to identify and resist influences to use alcohol.
*Look beyond family and friends and into your community to see how advertising, legislation and other matters may affect a person's decision to use or not use alcohol.
*Explore issues and opinions about alcohol and discuss how students can influence their friends, younger kids, their schools--and even their communities--about not drinking alcohol.
*Review refusal skills, consequences of alcohol use and alternative ways to have fun without drinking. Identify the things you want to see happen for yourself and a plan to achieve those goals during the upcoming year.
*Examine the role of personal responsibility in making the decision to drink and having an influence on others.
*Explore how schools, law enforcement, the media, business establishments and government influence their decisions about drinking.
*Study the case of a teen who is stopped for driving under the influence of alcohol after attending a party. Discuss the case and examine the people or institutions that may have played a role in the teen's decision to drink.
*Student brainstorm for ideas to deter underage drinking. You are asked to look at the issues from the perspectives of parents, teens, police and educators and vote on the ideas (make a law) you believe will be the most effective.
*Help students understand the complexity of alcohol use and demonstrate how students can become involved in changing the attitudes of friends, younger students and even adults.
*What could be done to reduce the number of collisions resulting from drinking and driving?
*Where would you find information in your community to help someone with drinking problems.
Upcoming Activities/Events
7th Grade: Written portion of "Create-An-Activity/Exercise" Fitness Project...THURSDAY, MARCH 17TH. Presentation to the entire class begins week of March 21st.
8th Grade: Health Test over CANCER...THURSDAY, MARCH 17TH
Begin working on Infectious Project (Communicable Disease)...MARCH 10TH.....DUE (TYPED) THURSDAY, MARCH 31ST.
Spring Fitness Test: TBA (April)
8th Grade: Health Test over CANCER...THURSDAY, MARCH 17TH
Begin working on Infectious Project (Communicable Disease)...MARCH 10TH.....DUE (TYPED) THURSDAY, MARCH 31ST.
Spring Fitness Test: TBA (April)
Course Overview
Students will exhibit a physically active lifestyle by understanding that physical activity provides opportunities for enjoyment, challenge, self-expressions, and social interaction. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks by comprehending concepts related to health promotion and disease prevention. As a result, students will be able to demonstrate the ability to advocate for personal, family, and community health.
During the year, 8th graders will explore the following topics and areas that are aligned with the Georgia Standards:
TERM ONE: (Health) - Nutrition, Risk Reduction, Dietary Imbalance & Lifestyle
(Character Education) - Citizenship, Respect for Self & Commitment
(Physical Education) - Physical fitness assessment & Developmentally appropriate health-related fitness activities
TERM TWO: (Health) - Mental Health, and Growth & Development
(Character Education) - Respect for the Natural Environment
(Physical Education) - Physical Fitness, Movement Concepts and Self-Management
TERM THREE: (Health) - Disease Prevention, Abstinence, Pregnancy/STD
(Character Education) - Respect for others, Trustworthiness, Fairness, and Courtesy
(Physical Education) - Movement Competencies & Self-Management
-------------------------------------------------------------------------------------------------
During the year, 7th graders will explore the following topics:
TERM ONE: (Health) - Mental Health, Nutrition and Personal Health
(Character Education) - Accountability, Responsibility for actions and their consequences
(Physical Education) - Physical fitness assessment & Difference between health & skill-related fitness
TERM TWO: (Health) - Tobacco, Alcohol & Other Drug Prevention
(Character Education) - Citizenship
(Physical Education) - Physical Fitness, Movement Concepts, Self-Management
TERM THREE: (Health) - Disease Prevention, Abstinence, Pregnancy/STD
(Character Education) - Respect for others, Trustworthiness, Fairness & Courtesy
(Physical Education) - Identify and apply basic skills and procedures necessary for outdoor pursuits
During the year, 8th graders will explore the following topics and areas that are aligned with the Georgia Standards:
TERM ONE: (Health) - Nutrition, Risk Reduction, Dietary Imbalance & Lifestyle
(Character Education) - Citizenship, Respect for Self & Commitment
(Physical Education) - Physical fitness assessment & Developmentally appropriate health-related fitness activities
TERM TWO: (Health) - Mental Health, and Growth & Development
(Character Education) - Respect for the Natural Environment
(Physical Education) - Physical Fitness, Movement Concepts and Self-Management
TERM THREE: (Health) - Disease Prevention, Abstinence, Pregnancy/STD
(Character Education) - Respect for others, Trustworthiness, Fairness, and Courtesy
(Physical Education) - Movement Competencies & Self-Management
-------------------------------------------------------------------------------------------------
During the year, 7th graders will explore the following topics:
TERM ONE: (Health) - Mental Health, Nutrition and Personal Health
(Character Education) - Accountability, Responsibility for actions and their consequences
(Physical Education) - Physical fitness assessment & Difference between health & skill-related fitness
TERM TWO: (Health) - Tobacco, Alcohol & Other Drug Prevention
(Character Education) - Citizenship
(Physical Education) - Physical Fitness, Movement Concepts, Self-Management
TERM THREE: (Health) - Disease Prevention, Abstinence, Pregnancy/STD
(Character Education) - Respect for others, Trustworthiness, Fairness & Courtesy
(Physical Education) - Identify and apply basic skills and procedures necessary for outdoor pursuits
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