Physical+Education+Health

"The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** ||
 * Teacher ** :
 * Textbook ** (name, publisher, year):
 * ~ (1) ||~ (2) ||~ (3) ||~ (4) ||~ (5) ||~ (6) ||~ (7) ||~ (8) ||~ (9) ||
 * **Obj #** || **Unit** || **Objective:**
 * || Fitness || Learn and list the five health related and six skill related fitness components, and test out in each. || Standard 4: Achieves and maintains a health-enhancing level of fitness. || 7 || Cardiovascular Endurance, Muscular Endurance, Muscular Strength, Flexibility, Body Composition, Speed, Power, Coordination, Agility, Reaction Time, balance || Fitness-gram NWCA Website || Testing Battery || Written and physical testing. ||
 * || Fitness || The student will define VO2 Max, and find their own VO2 Max || Standard 4: Achieves and maintains a health-enhancing level of fitness. || 1 || VO2 Max || Cooper 12 Minute Run || 12 Min. Run || Cooper 12 Minute Run ||
 * || Ultimate Frisbee || demonstrate competency in a variety of frisbee throwing techniques, and demonstrate proficiency in a few frisbee throwing techniques. || Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Standard 3: Participates regularly in physical activity. || 5 || Traditional, backhand, sidearm, underhand, overhand. || Frisbee and field || Practice throwing and catching skills in a variety of game-like activities. ||  ||
 * || Ultimate Frisbee || Enhance their cardiovascular endurance through the game of ultimate frisbee.

Learn and follow the rules of Ultimate Frisbee || Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Standard 3: Participates regularly in physical activity.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. || 5 || Traditional, backhand, sidearm, underhand, overhand. || Frisbee and field || Ultimate Frisbee || Written Test ||
 * || Frisbee Golf || The student will become proficient in accuracy of throwing a golf disc.

Learn the rules of frisbee golf || Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Standard 3: Participates regularly in physical activity.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. || 10 || Ace, Par, Birdie, Eagle, Bogey, Double Bogey... || Golf discs and goals. || Frisbee golf || Written test || B. To throw and catch a football properly. C. To identify the player positions on a football team. D. Have knowledge of the rules. E. Understand the difference between offense and defense. F. Be able to explain the history of the game and football terminology. G. Play and perform a football game using flags instead of tackling. || Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.
 * || Flag Football || A. Increase speed and endurance through soccer.

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Standard 3: Participates regularly in physical activity. Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. || 10 ||  || A. Sports and Recreational Activities, 12th Edition; Mood, Musker, Rink, 1999. B. Football practice field. C. Flag footballs. D. Belts with flags. || Skills practice and game play || Written test ||
 * || Volleyball || A. Gain an appreciation and enjoyment of the sport.

B. Be able to gain an understanding of the following: 1.basic ball handling techniques of overhand setting and underhand passing 2.serving 3.spiking and blocking 4.digging 5.major concepts related to strategy 6.rotation 7.offense coverage 8.defense coverage 9.terminology of the game 10.history of the game 11.rules of the game 12.play and perform games || Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Standard 3: Participates regularly in physical activity.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. || 10 || Serving, Serve-receive, Spiking, Volley, bump, set, lebaro || A. Sports and Recreational Activities, 12th Edition; Mood, Musker, Rink, 1999. B. Gym. C. Volleyball. D. Volleyball standards and nets. || A. Introduction. 1.history 2.rules B. Basic ball handling techniques. 1.overhead setting 2.forearm bump pass 3.spiking ñ blocking 4.serving ñ overhand, underhand C. Major concepts related to strategy. 1.pass, set, hit - offense 2.team formation - rotations 5 - 1, 6 - 2 3.defense 4.contests - setting, passing, spiking, serving 5.co-ed tournaments - round robin 6.skill test and written test || Written and skills test ||
 * || Chapter 1 - Your Health & Wellness

Lesson 1 || A. Define health.

B. Describe how the components of health can be represented by a triangle.

C. Describe the importance of health education and relate wellness to total health. || LA 12.3.1 Speaking Skills: Students will develop, apply, and refine speaking skills to communicate key ideas in a variety of situations. LA 12.3.1.b Demonstrate and adjust speaking techniques for a variety of purposes and situations LA 12.3.1.c Utilize available media to enhance communication. || 1 || 3components of health: physical, mental, emotional .health triangle health continuum lifestyle factors importance of health education health literacy || Glencoe Health: A Guide to Wellness, 1999

Activities and Handouts || Design of their own health triangle || Quizzes ||
 * || Lesson 2 || Describe heredity, environment, and culture as influences on health over which they have little or no control.

Explain how behaviors and the choices and decisions you make affect your health. || LA 12.3.1 Speaking Skills: Students will develop, apply, and refine speaking skills to communicate key ideas in a variety of situations. LA 12.3.1.b Demonstrate and adjust speaking techniques for a variety of purposes and situations LA 12.3.1.c Utilize available media to enhance communication. || 1 || 1.heredity 2.environment - physical, social, cultural 3.behavior || Glencoe Health: A Guide to Wellness, 1999

Activities and Handouts || Read and Discuss the lesson in small groups || Quizzes ||
 * || Lesson 3 || A. Explain how accepting responsibility for their own health and the health of others is a step towards wellness.

B. Discuss how risk factors can be offset by healthful behaviors.

C. Describe how abstinence from sexual activity before marriage and how avoiding tobacco, alcohol, and other drugs can contribute to health. || LA 12.3.1 Speaking Skills: Students will develop, apply, and refine speaking skills to communicate key ideas in a variety of situations. LA 12.3.1.b Demonstrate and adjust speaking techniques for a variety of purposes and situations LA 12.3.1.c Utilize available media to enhance communication. || 1 || 1.risk factors 2.behaviors 3.cumulative risks 4.protective factors 5.abstinence || Glencoe Health: A Guide to Wellness, 1999

Activities and Handouts || discuss how choices affect your health || Quizzes

Chapter Review

Chapter tests ||
 * || Chapter 2 - Making Healthful Choices || A. Explain how health skills contribute to total health.

B. Describe how effective communication skills and the use of refusal skills can benefit one’s health.

C. Evaluate media messages to make informed, healthful choices.

D. Identify steps in the decision making process.

E. Access reliable sources of health information.

F. Explain why it is important to practice decision making.

G. Develop and implement an action plan for setting a goal. || LA 12.4.1 Multiple Literacies: Students will research, synthesize, evaluate and communicate information in a variety of media and formats (textual, visual, and digital). LA 12.4.1.f Gather and share information and opinions as a result of communication with others || 5 || A. Introduction. B. What are health skills? C. Social health skills 1.communication skills 2.refusal skills 3.mental and emotional health skill 4.building self-esteem 5.stress management skills 6.total health skills 7.access reliable information 8.getting help D. Making responsible decisions. E. Decision making model F. Practice decision making G. Setting goals. H. Kinds of goals I. Action plan J. Goals for life || Glencoe Health: A Guide to Wellness, 1999

Activities and Handouts || Practical experience 1.students set short and long term goals

2.students identify reliable health information on-line || Quizzes

Chapter Review

Chapter tests ||
 * || Chapter 6 - Food and Your Health || A. Explain calories, their role as the body’s fuel, and how they affect body weight.

B. Contrast overweight and obesity and identify the impact of obesity on overall health.

C. Describe the health risks related to being underweight.

D. Discuss healthful weight loss and weight gain strategies.

E. Evaluate popular diets and diet gimmicks.

F. Contrast anorexia nervosa and bulimia nervosa.

G. Discuss special problems related to athletics and nutrition.

H. Identify and explain sports nutrition myths.

I. Discuss the possible benefits and risks of a vegetation diet to one’s health.

J. Identify health conditions or stages of life when nutrient supplements may be beneficial as well as the risks associated with some supplements.

K. Identify symptoms of food borne illness.

L. Differentiate food allergy from food intolerance. || LA 12.4.1 Multiple Literacies: Students will research, synthesize, evaluate and communicate information in a variety of media and formats (textual, visual, and digital).

LA 12.4.1.e While reading, listening, and viewing, evaluate the message for bias, commercialism and hidden agendas (e.g., product placement, television ad, radio ad, movie, body image, sexism) || 5 || Calorie Protien Amino Acids Carbohydrate Simple and Complex Carbs Fats Glucose Glycogen High Fructose Corn Syrup Trans Fat Saturated Fat Unsaturated Fat || A. Glencoe Health: A Guide to Wellness, 1999

B. Activities and Handouts.

C. VT – ‘Perfect Body’.

D. VT – ‘Anorexia’.

E. DVD – Supersize Me || Cooperatve Learning, Class Discussion, Design a nutritional week long menu, Watch videos, and read text. || Quizzes

Chapter Review

Chapter tests ||
 * || Chapter 15: Integumentary, Skeletal, and Muscular Systems || a. Define the structure and function of skin.

b. Describe proper skin care.

c. Describe problems of the skin.

d. Define the function of the skeletal system.

e. Describe the structure and function of bones.

f. Compare various types of joints.

g. Identify ways to care for the skeletal system.

h. Describe problems of the joints and bones.

List and label all the major bones of the axial and appendicular skeletons.

a. Define the structure and function of the muscles.

b. Describe what causes muscles to contract.

c. Identify ways to care for muscles.

Describe problems of the muscular system || LA 12.1.5 Vocabulary: Students will build literary, general academic, and content specific grade level vocabulary. LA 12.1.5.c Independently apply appropriate strategy to determine meaning of unknown words in text LA 12.1.6 Comprehension: Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. LA 12.1.6.f Analyze and evaluate information from text features (e.g., index, annotations, photographs, charts, tables, graphs, headings, subheadings, lists) || 10 || Dermis, Epidermis, subcutaneous, Axial Skeleton, Appendicular Skeleton, Flat bone, long bone, short bone, irregular bone, Joints, ball and socket, hinge, ellipsoidal, pivot, immovable Skeletal muscles, smooth muscles, cardiac muscle Kinesiology Terms: Flexor, extensor, anterior, posterior, lateral, medial, adduct, abbduct || A. Glencoe Health: A Guide to Wellness, 1999 B. Activities and Handouts @http://www.miniurl.com/s/4DH || Read text, lecture, cooperative learning groups, board games || Quizzes

Chapter Review

Chapter tests ||
 * || Chapter 16: Your Nervous and Endocrine Systems || a. Explain functions and characteristics of neurons.

b. Describe the central nervous system.

c. Discuss the functions of the parts of the brain.

d. Define the peripheral nervous system.

e. Explain the reflex action.

f. Discuss care of the nervous system.

g. Identify symptoms, causes, and treatment of various injuries, diseases, and disorders of the nervous system.

h. Explain the functions of hormones.

i. Name the glands of the endocrine system.

j. Describe the effects of specific hormones on the body.

k. Explain conditions resulting from improper function of certain glands. || LA 12.1.6 Comprehension: Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. LA 12.1.6.d Summarize, analyze, synthesize, and evaluate informational text || 5 || cerebellum, cerebrum, neurons, reflex, brain stem, cerebral palsy, epilepsy, thyroid gland, parathyroid gland, adrenal glands, pituitary gland, pancreas, hormones, gonads || A. Glencoe Health: A Guide to Wellness, 1999

B. Activities and Handouts || Read text, lecture || Quizzes

Chapter Review

Chapter tests ||
 * || Chapter 17: The Circulatory and Respiratory Systems || a. Describe the pathways of pulmonary and systematic circulation.

b. Explain the purposes of arteries, capillaries, and veins.

c. Explain the function of the lymphatic system.

d. Describe how the 2 main types of lymphocytes help your body fight pathogens.

e. Identify risk factors related to the circulatory system.

f. Describe problems that affect the cardiovascular system.

g. Describe problems that affect the lymphatic system.

h. Explain the function of respiration.

i. Describe the exchange of oxygen and carbon dioxide.

j. Identify ways to care for the respiratory system.

k. Describe problems of the respiratory system. || LA 12.1.6 Comprehension: Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text. LA 12.1.6.d Summarize, analyze, synthesize, and evaluate informational text || 5 || veins, arteries, capillaries, hemoglobin, lymph, plasma, platelets, congenital, pleurisy, trachea, bronchi, asthma, respiration, pharynx, diaphragm, larynx || A. Glencoe Health: A Guide to Wellness, 1999

B. Activities and Handouts || Read text, lecture || Quizzes

Chapter Review

Chapter tests ||
 * || Chapter 18: Your Digestive and Urinary Systems || a. Describe digestion.

b. Identify and explain the function of each organ of the digestive system.

c. Explain preventive measures for the digestive system.

d. Describe problems associated with the digestive system.

e. Explain the function of each organ of the urinary system.

f. Describe problems of the urinary system. || LA 12.1.6 Comprehension: Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level

text. LA 12.1.6.d Summarize, analyze, synthesize, and evaluate informational text || 5 || gastric acid, bile, ingestion, chyme, peristalsis, digestion, mastication, absorption, elimination, indigestion, hiatal hernia, appendicitis, peptic ulcer, urethra, hemodialysis, bladder, urethritis, urine, nephrons, ureters || A. Glencoe Health: A Guide to Wellness, 1999

B. Activities and Handouts || Read text, lecture || Quizzes

Chapter Review

Chapter tests ||
 * || Dating Violence / Bullying || A. Understand their rights and responsibilities in a relationship by listing the Teen Bill of Rights.

B. Know the dangers signs of acquaintance rape.

C. Recite the facts on rape and sexual assault.

D. Develop a safety plan for dating.

E. List the eight parts of the power & control wheel.

F. List the legal definitions of sexual assault.

G. Show an understanding of the facts of dating violence.

H. Know the signs of emotional abuse.

I. Understand how healthy relationships work.

J. List the signs of a healthy relationship.

K. Make a list of people to talk to about relationships, and who to turn to for help in an abusive relationship.

L. Define Bullying, and identify types of bully. || LA 12.1.6 Comprehension: Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level

text. LA 12.1.6.d Summarize, analyze, synthesize, and evaluate informational text || 5 || Rape, sexual assault, emotional abuse, controlling behavior, physingical assault, Bullying || Handouts, video, guest speaker || Class discussion || Written test || 1.serve 2.half volley or push shot 3.top spin (forehand and backhand) 4.chop (forehand and backhand) 5.drop shot 6.smash 7.scoring
 * || Table Tennis || A. Acquire the skill to properly execute the following:

B. Acquire knowledge specific to: 1.rules, terminology, and etiquette of the game 2.brief history 3.selection and care of equipment 4.safety precautions 5.offensive and defensive play 6.tactics in singles and doubles || Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Standard 3: Participates regularly in physical activity.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. || 10 || Serve, volley, forehand, backhand, drop shot, smash, let || Sports and Recreational Activities, 12th Edition; Mood, Musker, Rink; 1999. || skills practice and game play || A. Worksheet.

B. Written test. ||
 * || PICKLE-BALL || a. Develop and gain hand-eye coordination.

b. Gain cardiovascular fitness.

c. Develop and gain agility.

d. Show good sportsmanship.

e. Know the history of the sport.

f. Relate Pickle-Ball with tennis, and show appreciation of lifetime activity.

g. Know the rules of Pickle-Ball.

h. Know the rules and scoring of tennis.

i. Understand the variety of strategies used to be successful.

j. Show responsibility by setting up and taking down of nets. || Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Standard 3: Participates regularly in physical activity.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. || 10 || Short Service Line, non volley zone, || a. @http://www.miniurl.com/s/4DK

b. Gym.

c. Standards / Nets / Paddles / Balls. || I. Outline of Content.

a. Introduction.

b. History and rules/regulations of the game.

c. Relationship of Pickle-Ball to Tennis.

d. Serving – Serve/Receive.

e. Forehand, backhand, overhead, underhand shots.

f. Round Robin Tournament and regular play for Singles and Doubles. || Written tests ||
 * || Badminton || A. Develop hand-eye coordination.

B. Move forward, backward, and laterally very quickly.

C. Increase reaction time and wrist action.

D. Develop the fundamental skills of striking with an implement used to propel the shuttlecock.

E. Know the history and terminology of the game.

F. Understand the strategy of the game.

G. Know the rules of the game.

H. Gain an appreciation for a lifetime activity. || Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Standard 3: Participates regularly in physical activity.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. || 10 || serving overhand strokes underhand strokes side arm strokes strategy single tournaments doubles mixed doubles || A. Sports and Recreational Activities, 12th Edition; Mood, Musker, Rink; 1999.

B. Gym and nets.

C. Rackets and Shuttlecocks. || A. Introduction. history rules of the game equipment used explanation of the court scoring system Tourney play || Written tests

Skills Test ||
 * || Basketball || A. Gain an appreciation of the sport as a recreational sport as well as competitive.

B. Increase physical activity and emotional release.

C. Develop cardiorespiratory endurance.

D. Develop hand-eye coordination, agility, strength.

E. Develop social and ethical values of teamwork.

F. Know history of the game.

G. Know rules and regulations of the game.

H. Know terminology of the game.

I. Know the strategy of the game.

J. Understand the fundamentals.

K. Know the offense and defense strategies. || Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Standard 3: Participates regularly in physical activity.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. || 10 || rebound, dribble, double dribble, post, lay-up, jump shot, pivot, || A. Sports and Recreational Activities, 12th Edition; Mood, Musker, Rink; 1999.

B. Basketball Rules Book.

C. Gym and basketball goals.

D. Basketballs. || A. Introduction. history rules and regulations individual techniques catching and receiving passing dribbling pivots and turns jumping and rebounding shooting offense ñ man defense - 2/1/2, man-to-man game strategies 3 on 3 tourney co-ed tourney hot shot contest 3 point shooting contest || Written Tests, Skills test ||
 * || Soccer || A. Be able to dribble the soccer ball with their feet.

B. Be able to pass and trap the soccer ball with their feet as well as tackling and punting.

C. Be able to identify the player positions on a soccer team.

D. Be able to explain the rules and history of the game.

E. Develop a concept of strategy of advancing the ball down the field to score a goal.

F. Gain knowledge in how to play defense.

G. Know terminology.

H. Be able to perform and play a game using all the fundamental skills they have acquired. || Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Standard 3: Participates regularly in physical activity.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. || 10 || Trap, Dribble, Corner shot, goalie, || A. Sports and Recreational Activities, 12th Edition; Mood, Musker, Rink, 1999.

B. Practice football field.

C. Soccer balls and goals. || A. Introduction. 1.history 2.player positions 3.the activity - rules of the game 4.explanation of the soccer field and boundaries 5.equipment used 6.explanation of strategy in scoring goals 7.terminology used

B. Fundamentals taught. 1.practice proper dribbling techniques 2.practice proper passing techniques 3.practice proper trapping and tackling techniques 4.practice running and passing the ball down the field 5.practice keep away 6.practice scoring kicks, throw-ins, etc. 7.play some 3 on 3 leading up to the regular game 8.play a regular soccer game 9.skills test and written test over soccer || Written Tests, Skills Test ||
 * || Softball || A. Gain an appreciation of the sport as a recreational activity.

B. Relax and release pent-up tensions while participating in a joyful activity.

C. Develop fundamental skills necessary for performing well during a game.

D. Develop a concept of strategy of the game.

E. Know player positions and responsibilities.

F. Know the rules and regulations of the game.

G. Know the terminology and history of the game. || Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Standard 3: Participates regularly in physical activity.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. || 10 || Pop Fly, Tag up, Ground out, strike, ball, foul, || A. Sports and Recreational Activities, 12th Edition; Mood, Musker, Rink; 1999.

B. Practice Field.

C. Softball, bats, gloves. || A. Introduction. 1.history 2.terminology 3.rules 4.player positions and responsibilities 5.strategies of the game

B. Fundamentals taught. 1.throwing 2.overhand 3.underhand 4.pitching 5.fielding 6.hitting 7.running

C. Specific game situations. 1.lead-up skills and games 2.co-ed game || written test ||
 * || Boater Safety || A. Be made aware of boating knowledge and safety.

B. Be taught to prevent accidents and drownings.

C. Gain an understanding of the rules of the road in boating. || NeSA Standards that are covered in all of the Health Units: LA 12.3.1 Speaking Skills: Students will develop, apply, and refine speaking skills to communicate key ideas in a variety of situations. LA 12.3.1.b Demonstrate and adjust speaking techniques for a variety of purposes and situations LA 12.3.1.c Utilize available media to enhance communication communication. || 10 || A. Nebraska Game and Parks Commission, Lincoln, NE, Boating Basics.

B. Tapes - VT - Carbon Monoxide: The Silent Killer; Boating Basics; Boating the Starboard Way. || A. Chapter reviews and final exam.

B. Students must get 80% to pass the course and get certified. || A. All about boats. choosing the right boat variety of boats what type of activity the boat will be used for boat is large enough to handle the intended load classifications motorboats are divided into 4 classes boat registration fees measuring the length of the boat recreational boats types of boats recreational boats basic boat hulls variety of outboard, stern, and inboard engines outboard motors

B. Legal requirements. registration federal regulations registration requirements and procedures vary from state to state hull identification numbers equipment requirements requirement bases on accident statistics personal flotation devices (PFDs) fire extinguishers mufflers ventilation lights whistles and horns bells

C. Rules of the road. basic safety regulations enforcement negligent operation operator awareness speedregulations restricted areas overloading riding on decks or gunwales interference with navigation litter disposal pollution control minimum age for motorboat operators water skiing races and regattas rules understanding the rules of the road definitions right of way maneuvering sailboats and other vessels large ships sounding for signals navigation aides variety of navigations aids to assist and guide vessels navigations systems

D. Getting underway. preparation loading boarding boat supplies checklist float plan beginning operator is responsible for boat, people on board and damage to boat or its wake may cause leaving the dock or pier skipperís duties cruising know your boatís best cruise speed get the feel for the boat in turns, starting, stopping, backing, etc. docking practice docking in open water come to a complete stop in the water a short distance from the dock and see how the wind and water move your boat use diagrams in this part to discuss docking anchoring used for 2 purposes most small boats use a Danforth, a mushroom anchor, or another lightweight anchor should have a section of chain to stand up to abrasion of sand, dirt, or rock bottom anchor line should be nylon knots - look at manual maintenance preventive maintenance emergency repairs courtesy water means freedom, but abusing this could result in more restrictive laws respect the rights of shoreline property owners noise carries farther on water, particularly at night; keep noise low carry a litter bag restrict you high speed boating to open, uncrowded water as skipper, you are responsible for safe, courteous boating security - lock it or lose it storage - proper storage can make the fitting-out period easier

E. Accidents. most boating fatalities are a result of capsizing or falling overboard most non-fatal boating accidents are results of collisions most boating fatalities occur in small open boats on small inland bodies of water in mid to late afternoon in good weather about 90% of boating fatalities are drownings about 80% of those who die in boating accidents do not use a PFD most accidents are sudden, unexpected, with little, if any warning ahead of time capsizings falls overboard collisions emergencies aquatic safety alcohol safety visual distress signals accident reporting fire on board first aid review procedures hypothermia

F. Special Topics. weather always check the weather weather systems normally travel west to east wind shifts generally indicate changing weather clouds with considerable vertical development indicate unstable air and bad weather waves are created by wind blowing on the water at first sign of fog, proceed to nearest shore and stay there review foul weather procedures leeway is the sideways motion of a boat due to wind or current in coastal areas, you must be able to read the tide navigation compass can be used to guide boat in limited visibility or when no landmarks are available use the lubber’s line to tell which direction you are heading to get a reciprocal heading, add or subtract 180 degrees (the answer must be less than 360 degrees) nautical charts are available to guide you and show water depth establish your position by using several landmarks dams lowhead dams are dangerous upstream water circulation at the base of the dam will trap and hold you and your boat against the face of the dam stay clear of power house intakes, spillways, and locks locks used to raise and lower a vessel from one water level to another lockmaster controls vessel movements trailering after selection of the trailer, keep it maintained boat should properly fit trailer use proper tie downs and a sufficient number of them to secure the boat frequently check the security of adjustable couplings check boat laws for trailer regulations prepare boat for launching at the top of the ramp or parking lot water sports water skiing diving rowing board sailing jet skiing fishing hunting alcohol and boating do not mix farm ponds swimming white water float trips watch out for hypothermia sailboats four basic parts how to sail capsizing ||  || B. Explain how tobacco use is directly linked to respiratory and circulatory diseases, as well as a variety of health related problems. C. Describe the health hazards that non-smokers face when in a smoke-filled environment. D. Discuss the rights of a non-smoker. E. Recognize different approaches available to people who wish to become tobacco free. F. Discuss the challenge of quitting smoking and positive steps that can be taken by smokers who want to quit. G. Be aware of how smoking during pregnancy hurts an unborn child. || NeSA Standards that are covered in all of the Health Units: LA 12.3.1 Speaking Skills: Students will develop, apply, and refine speaking skills to communicate key ideas in a variety of situations. LA 12.3.1.b Demonstrate and adjust speaking techniques for a variety of purposes and situations LA 12.3.1.c Utilize available media to enhance communication. || 5 || intoxication, ethanol, fermentation, cirrhosis, designated drivers, blood alcohol concentration, fatty liver, fetal alcohol syndrome, alcoholism, delirium tremens, alcohol poisoning || A. Glencoe Health: A Guide to Wellness, 1999.
 * || Chapter 24 - Tobacco Use: A High Risk Behavior || A. State reasons that some teens smoke.

B. Activities and Handouts.

C. VT - Binge Drinking Blowout; Drugs, Alcohol, and Pregnancy. || A. Introduction.

B. What is alcohol?

C. Alcohol and teens.

D. Why young people drink? 1.factors that affect teen alcohol use 2.affects of advertising

E. You and your decisions about drinking.

F. Short term affects of drinking. 1.brain 2.liver 3.blood vessels 4.head 5.kidneys 6.stomach

G. Driving under the influence. 1.consequences of DWI 2.costs of DWI 3.efforts to reduce DWI’s

H. Long term affects of drinking. 1.brain damage 2.chronic liver problems 3.tolerance and dependence 4.multiplier effect

I. Alcohol and pregnancy.

J. Patterns of alcohol use.

K. Alcoholism. 1.traits of the alcoholic 2.3 stages of alcoholism 3.costs to the family and to society

L. Choosing to be alcohol free by saying ‘no’, and monitoring sexual activity.

M. Which life do you choose? || Written Tests, Quizzes, Chapter Rev. ||
 * || Chapter 25: Alcohol || A. List reasons young people choose to drink.

B. Describe some factors that affect teen alcohol use.

C. Explain the affects of alcohol on the body.

D. Describe the consequences of drinking and driving.

E. Identify the consequences of DWI and efforts to reduce DWI.

F. Describe problems that occur when alcohol is mixed with other drugs or used during pregnancy.

G. Relate alcohol poisoning to blood alcohol level.

H. Describe the 3 stages of alcoholism.

I. Discuss the costs of alcohol use to the family and society. || NeSA Standards that are covered in all of the Health Units: LA 12.3.1 Speaking Skills: Students will develop, apply, and refine speaking skills to communicate key ideas in a variety of situations. LA 12.3.1.b Demonstrate and adjust speaking techniques for a variety of purposes and situations LA 12.3.1.c Utilize available media to enhance communication. || 5 || intoxication, ethanol, fermentation, cirrhosis, designated drivers, blood alcohol concentration, fatty liver, fetal alcohol syndrome, alcoholism, delirium tremens, alcohol poisoning || A. Glencoe Health: A Guide to Wellness, 1999.

B. Activities and Handouts.

C. VT - Binge Drinking Blowout; Drugs, Alcohol, and Pregnancy. || A. Introduction.

B. What is alcohol?

C. Alcohol and teens.

D. Why young people drink? 1.factors that affect teen alcohol use 2.affects of advertising

E. You and your decisions about drinking.

F. Short term affects of drinking. 1.brain 2.liver 3.blood vessels 4.head 5.kidneys 6.stomach

G. Driving under the influence. 1.consequences of DWI 2.costs of DWI 3.efforts to reduce DWI’s

H. Long term affects of drinking. 1.brain damage 2.chronic liver problems 3.tolerance and dependence 4.multiplier effect

I. Alcohol and pregnancy.

J. Patterns of alcohol use.

K. Alcoholism. 1.traits of the alcoholic 2.3 stages of alcoholism 3.costs to the family and to society

L. Choosing to be alcohol free by saying ‘no’, and monitoring sexual activity.

M. Which life do you choose? ||  ||
 * || Chapter 29: Sexually Transmitted Diseases || A. Define the term sexually transmitted disease.

B. Identify reasons why teens as a group are particularly high risk for infection of STD’s.

C. Describe how contracting as STD can change the course of one’s life.

D. Identify abstinence as the 100% effective way to avoid contracting an STD.

E. Identify the symptoms and treatments for some of the common STD’s.

F. Discuss the importance of seeking medical attention for any sign of an STD and notifying any past sexual partners. || NeSA Standards that are covered in all of the Health Units: LA 12.3.1 Speaking Skills: Students will develop, apply, and refine speaking skills to communicate key ideas in a variety of situations. LA 12.3.1.b Demonstrate and adjust speaking techniques for a variety of purposes and situations LA 12.3.1.c Utilize available media to enhance communication. || 5 || epidemic, STDs, trichomoniasis, genital warts, chlamydia, genital Herpies, nongonncoccal urethritis, syphilis, gonorrhea, vaginitis || A. Glencoe Health: A Guide to Wellness, 1999.

B. Activities & Handouts.

C. VT - The Truth About Sex; Sexually Transmitted Diseases. || A. Introduction.

B. STD’s - The Silent Epidemic 1.adolescents 2.future

C. Practicing abstinence

D. Chlamydia

E. Gonorrhea

F. Trichomoniasis

G. Genital warts

H. Syphilis - 3 stages

I. Other STD’s

J. Genital Herpes

K. Responsibilities of infected individuals

L. Practical Experiences - an STD online assignment || Written Test, Quizzes, Homework ||
 * || Chapter 26: Illegal Drugs || A. Identify reasons that people use drugs.

B. Describe the dangers of substance abuse.

C. Discuss the costs of drug use to the user, to the user’s family and friends, and to society in general.

D. Explain the effects of stimulants and depressants and the risks of misuse or abuse of each.

E. Describe the effects of narcotics and hallucinogens on the body.

F. Describe the dangers of anabolic steroids.

G. Explain the effects of marijuana and hashish on the body.

H. Describe the health consequences of inhalants.

I. Compare designer and look alike drugs.

J. Explain what is involved in making a commitment to be drug free.

K. Identify help that is available for individuals who presently use drugs. || NeSA Standards that are covered in all of the Health Units: LA 12.3.1 Speaking Skills: Students will develop, apply, and refine speaking skills to communicate key ideas in a variety of situations. LA 12.3.1.b Demonstrate and adjust speaking techniques for a variety of purposes and situations LA 12.3.1.c Utilize available media to enhance communication. || 5 || gateway drugs, synthetic drugs, illegal drugs, substance abuse, hallucinogens, psychoactive drugs, depressants, narcotics, look-alike drugs, hashish, designer drugs, Drug-Free school zones, therapeutic communities || A. Glencoe Health: A Guide to Wellness, 1999.

B. Activities and Handouts.

C. VT - Methamphetamines.

D. Guest Speakers. || A. Substance abuse - trends in teen drug use.

B. Why people begin using drugs? 1.dangers of substance abuse 2.costs of substance abuse 3.costs to others 4.drugs and pregnancy

C. Types of psychoactive drugs.

D. Stimulants. 1.amphetamines 2.methamphetamines 3.cocaine

E. Depressants. 1.barbiturates 2.tranquilizers 3.methaqualone

F. Narcotics. 1.morphine 2.codeine 3.heroin

G. Hallucinogens. 1.PCP 2.LSD 3.mescaline

H. Anabolic steroids.

I. Cannabis derivatives - physical and psychological effects of cannabis.

J. Inhalants.

K. Designer and look alike drugs.

L. Drugs and peer pressure - the commitment to be drug free.

M. How to become drug free.

N. School efforts to stop drugs.

O. Community efforts to stop drugs. ||  ||
 * || WEIGHT TRAINING || A. Gain an understanding of the importance of cardiorespiratory endurance and flexibility.

B. Increase their fitness levels.

C. Gain an understanding of proper weight lifting techniques.

D. Be aware of the benefits to their body through lifting weights.

E. Be aware of the safety and precautions needed in doing weight training.

F. Understand the concept of running, stretching, and strength training must go together. || Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Standard 3: Participates regularly in physical activity.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. || 5 || Form, isotonic, isometriric, isokenitic, spotter, || A. Sports and Recreational Activities, 12th Edition; Mood, Musker, Rink; 1999.

B. Weight room and weights. || A. Introduction. 1.safety necessary to perform skills properly 2.proper warm-up and cool down 3.teaching proper techniques of lifting weights

B. Weight Training. 1.circuit training 2.proper lifting techniques 3.students have lifting program to follow ||  ||