Health Education Course Syllabus CHS Health & Physical Education Department Contact Information: Parents may contact me by phone, email or visiting the school. Teacher: Mr. Ted Kobel Email Address: [email protected] or [email protected] Phone Number: (740) 702-2287 ext. 2371 Online: http://www.ccsd.us/1/Home Teacher Contact Website/Social media: Use above email addresses & phone number to contact and/or request information. CHS Vision Statement: Our vision is to be a caring learning center respected for its comprehensive excellence. CHS Mission Statement: Our mission is to prepare our students to serve their communities and to commit to life-long learning Course Description and Prerequisite(s) from Course Handbook: Health - 702 (semester) State Course # 260101 Prerequisite: None Required Option Grade: 10-12 Graded Conventionally Credit: 1 The health course is aimed toward development of attitudes as well as knowledge and understanding of health matters. Our main objective is to assist the student in gaining an intelligent understanding of the three areas of health in order to maintain good life long wellness and to apply this knowledge now and throughout life with a desire to achieve the highest degree of physical, social and mental fitness to prevent and reduce the risks of lifestyle diseases. Evaluation criteria will include assessments, class attendance, class works and portfolio/notebook. Learning Targets per Unit: Defined below for clarity are the Unit Titles, Big Ideas of every Unit taught during this course, and the Essential Questions to be answered to better understand the Big Ideas. A student’s ability to grasp and answer the Essential Questions will define whether or not he or she adequately learns and can apply the skills found in Big Ideas. This will ultimately define whether or not a student scores well on assessments given for this course. The Common Core Standards can be found at http://www.corestandards.org/the-standards. (Teacher Note: The Ainsworth Model suggests 1-3 Big Ideas for each Unit and 1-3 essential questions per Big Idea. Each Unit will vary.)

1st or 3rd Quarter o Unit I Title: Understanding the Need for Good Health & Wellness Big Idea #1: Exploration of the three parts of health and where you are with them and how to improve and maintain them throughout life. Essential Question #1: What is total health? Essential Question #2: What are lifestyle diseases? Essential Question #3: How do/can we model total health personally? Big Idea #2: The role and responsibility to take charge of your health is you. Essential Question #1: Based on the total health definition, what collectively are health skills? Essential Question #2: How do you make decisions, set goals and act upon them? Essential Question #3: What are your influences that affect your views and attitudes about total health? Big Idea #3: A healthy foundation for life through quality health literacy inquiry and skill applications. Essential Question #1: What is health literacy? Essential Question #2: What is your role with Healthy People 2020? Essential Question #3: How can technology be a good tool to improve your lifestyle health literacy and then your health practices? o Unit II Title: Good Mental & Emotional Health for a Lifetime. Big Idea #1: Achieving homeostasis with your mental and emotional well-being. Essential Question #1: What is this thing called self-esteem as part of your character & identity? Essential Question #2: What is stress & how do you deal with it in a healthy way? Essential Question #3: How do we deal with our emotions in a healthy way? Big Idea #2: Skills for healthy relationships with peers and family? Essential Question #1: What are effective communication and listening skills? Essential Question #2: What does respect got to do with relationships? Essential Question #3: What are the skills to put into practice for strong healthy relationships? Big Idea #3: Violence prevention and resolving conflict in a healthy way. Essential Question #1: What a healthy vs. unhealthy relationship or interaction e.g. bullying? Essential Question #2: Differentiate between the use of refusal skills and abstinence skills? Essential Question #3: What is this thing called conflict and how do we prevent it as well as resolve it in a positive non-violent (fights verbal harassment, tec. Social networks etc.) manner? o Unit III Title: Physical Fitness & Nutrition Big Idea #1: The basis of nutritional practices and the need for to promote quality health and lifestyle disease prevention. Essential Question #1: In what ways does each nutrient in your diet (good/bad) play a specific role in your body to keep you or hinder you from being healthy? Essential Question #2: How can we keep it simple in making healthful food choices for longterm lifestyle health and wellness?

Essential Question #3: What are the tools available to us especially 21st century skills (technology) that can help you to timely, efficiently & economically choose healthy foods for all your meals and snacks? Big Idea #2: Managing your weight healthfully throughout life as part of the practice of good health and wellness. Essential Question #1: How can we go about maintaining a healthy weight throughout the stages of life to prevent disease and protect your health? Essential Question #2: In what ways will your nutritional needs change throughout your life? Essential Question #3: What are the ways to set and carry out a S.M.A.R.T. goal for your diet and keep the practice(s) safe and healthy? Big Idea #3: Sedentary avoidance throughout life with physical activity and fitness to prevent lifestyle diseases & improve the quality of one’s life. Essential Question #1: In a variety of ways why it is important to be physically active in regards to your total health blueprint? Essential Question #2: What are some of the many different ways you can exercise & evaluate the elements of fitness to help you improve your physical health/wellness? Essential Question #3: How do you develop/create and execute your physical activity plans to achieve physical health goals and stay physically fit? 2nd or 4th Quarter o Unit IV Title: Collective Health Concerns & Issues Big Idea #1: Drugs and their uses and misuses. Essential Question #1: What are the roles of medicine and using them safely as intended? Essential Question #2: What are the health risks associated with alcohol & tobacco? Essential Question #3: What is the designer drug category and what are the dangers of illegal drug use? Big Idea #2: Understanding diseases and disorders (communicable, STD’s, HIV/AIDS, disabilities & non-communicable). Essential Question #1: What are communicable diseases and how do we fight them? Essential Question #2: How do we prevent as well as treat STD’S & HIV/AIDS? Essential Question #3: What can we do to prevent, treat and live a more healthy life when it comes to non-communicable diseases (cancer – cardiovascular disease) as well as disabilities (allergies, asthma, diabetes, arthritis & others)? Big Idea #3: Personal health safety and health environmental concerns that need to be addressed for health and wellness. Essential Question #1: What is and why do we need to practice personal safety and protection? Essential Question #2: Whys should everyone know basic first aid, CPR & AED skills? Essential Question #3: Our habitat (home) and niche (community) a.k.a. the world around us is part of our personal health and can have an impact on us in what ways both positive and negative? .

o Unit V Title: Collective Physical Health Action Planning for Lifelong Fitness Big Idea #1: Understanding good physical health through sound simple diet & exercise practices. Essential Question #1: What are your personal nutrition practices & implications? Essential Question #2: How do you/we adhere to better nutrition practices in an economic and timely manner? Essential Question #3: How do we engage in “Fitness for life” and enjoy it along life’s journey while reaping the many health benefits from regular fitness activity? Big Idea #2: Developing good physical health through sound simple diet & exercise practices. Essential Question #1: How do you make sure your diet is healthy on a consistent basis? Essential Question #2: Is “all” the good foods/snacks really that bad for you or is there a catch? Essential Question #3: Why must exercise be enjoyable to you and how do you assure you always have a variety of physical activity(s) to do? Big Idea #3: Action Planning for good physical health through sound simple diet & exercise practices. Essential Question #1: What are your diet and exercise health strategies guidelines for weight loss? Essential Question #2: What are your diet and exercise healthy weight gain guideline strategies? Essential Question #3: What are your diet and exercise health guidelines strategies for weight maintenance? o Unit VI Title: Collective Social & Mental/Emotional Health Action Planning for Life Big Idea #1: Action Planning for anxiety/stress relief in healthful ways. Essential Question #1: Identify the anxiety/stressors in your life now as an adult/parent & career? Essential Question #2: What are the most simple and effective ways to healthfully get (A/S) relief? Essential Question #3: Whys is it important to address (A/S) in healthful ways for life-long wellness Big Idea #2: Action Planning to achieve & maintain strong mental/emotional health/wellness for life. Essential Question #1: How are emotions you express a picture of your mental health? Essential Question #2: What are the skills for healthy mental health? Essential Question #3: how do you stay strong, positive & healthy mentally in those tough times throughout life? Big Idea #3: Action Planning for strong all around social interactions. Essential Question #1: What are the skills to master to be a relationship builder? Essential Question #2: In what ways can you healthfully deal with those tough relationship encounters/situations? Essential Question #3: What aspects of good social health practices can assist your health in the physical as well as mental realm?

o END OF COURSE EXAM* Course Material: - Notebook/Folder - Pen/Pencil & Paper - Chromebook -Electronic Resources: www.webmd.com & www.glencoe.com (Health & Fitness) Textbook: Glencoe Health Author -Mary H. Bronson, Ph. D Copyright- 2011 the McGraw Hill Companies Supplemental Textbook(s): Online @Glencoe (Health & Fitness) & Progress Book Classroom Section Grading: Unit Exams (3 per nine weeks) Assessments (Diagnostic Quizzes & Graphic Organizer Portfolio/Notebook Projects) Class work /Homework

50% 30% 20%

Grading Scale: The grading scale for Chillicothe High School can be found in the student handbook or online at http://www.ccsd.us/1/Content2/studenthandboook Course Expectations: Take good care of all health class facilities and equipment at all times. Be respectful to the instructor and class participants. Have a positive attitude, exemplify character, be on time, and do not use inappropriate language. Any student who disobeys rules established in the Student Handbook throughout the course will be subject to disciplinary action. Late Work: Late work will be subject to the board adopted policy on assignments that are turned in late (to be reviewed in class). Information can be viewed on-line at http://www.ccsd.us/1/Content2/studenthandboook CHS TENTATIVE Health Course Schedule This is an overview of what will be covered in this course at CHS for this school year. Although, I would like to follow this plan verbatim this years’ tentative schedule is subject to change (at the teachers’ discretion). 1st or 3rd 9 Weeks: Week 1: Beginning of the Year Pre-Assessment Exam Unit I Understanding the Need for Good health & Wellness Week 1: Course Pre-Assessment Exam & Chapter 1 Your Total Health (3 parts to your health) Formative Assessment Week 2: Chapter 1 Promoting Health & Wellness; Chapter 2 taking Charge of Your Health (skills of health enhancement in all 3 areas) Formative Assessment

Week 3: Chapter 2 Building Health Skills (how to apply throughout life health skills for lifelong wellness in all three areas of health) Week 3: Unit I Summative Assessment Unit II Good Mental & Emotional Health for a Lifetime Week 3: Chapter 3 Achieving Mental & Emotional health (meta-cognition applied to your wellness) Formative Assessment Week 4: Chapter 3 & 4 Identity, Character & Stress Skill Building (Anxiety & depression) Formative Assessment Weeks 5-6: Chapter 5 Mental & Emotional Problems; Chapter 6 & 8 Healthy Relationships & Peer Relations w/Conflict Resolution (Relationships: the good, the bad & the ugly) Week 6: Unit II Summative Assessment Unit III Physical Fitness & Nutrition Week 7: Nutrition Guidelines are just that! A Guide to Help Your Nutrition Practices Formative Assessment Weeks 7-8: Chapter 10 & 11 Nutrition, Managing Weight, Eating Habits and Lifestyle Dietary Diseases Formative Assessment Weeks 8-9: Chapter 12 Physical Activity Skill(s) Development & Practices (Fitness for Life) Week 9: Unit III Summative Assessment 2nd or 4th 9 Weeks: Unit IV Collective Health Concerns & issues Week 1: Healthcare for wellness through prevention(s) & intervention(s) Week 1-2: Chapters 19, 20, 21 & 22 (various segments) Drugs, Alcohol & Tobacco Health Issues of Today Formative Assessment Week 2-3: Chapters 23 thru 28 (Various segments) Diseases, Disorders & General Safety Practices Formative Assessment Week 3: Unit IV Summative Assessment Unit V Physical Activity Plan For Lifelong Fitness Week 4: Personal Nutrition Planning via National Guidelines & Medically Approved Practices Formative Assessment Week 5: Personal Fitness Planning Utilizing the Components & Skills of Fitness Formative Assessment Week 6: Nutrition & Exercise for The Big Three (Weight: Gain, loss & Maintenance) Week 6: Unit V Summative Assessment Unit VI Title: Collective Social & Mental/Emotional Health Action Planning for Life Week 7: Stress Management(s) in Healthful ways Week 8: Improving Social Skills in All Relationships (home, work, play) Week 9: Action Planning for Lifelong Success Week 9: Unit VI Summative Assessment END OF COURSE EXAM *

Performance Based Section: Writing Assignments/Exams/Presentations/Technology One or more of the End of Unit Exams may be Performance Based. According to the Ohio Department of Education, “Performance Based Assessments (PBA) provides authentic ways for students to demonstrate and apply their understanding of the content and skills within the standards. The performance based assessments will provide formative and summative information to inform instructional decision-making and help students move forward on their trajectory of learning.” Some examples of Performance Based Assessments include but are not limited to portfolios (key works within class such as various types of graphic organizers), experiments, group projects, demonstrations, essays, and presentations. This course will have units 5 & 6 be PBA (summative assessments). CHS Health Education Course Syllabus After you have reviewed the preceding packet of information with your parent(s) or guardian(s), please sign this sheet and return it to me so that I can verify you understand what I expect out of each and every one of my students. Student Name (please print): ______________________________________________ Student Signature: ______________________________________________________ Parent/Guardian Name (please print): _______________________________________ Parent/Guardian Signature: _______________________________________________ Date: ________________________________________________________________