Monday, March 27, 2017

Rubric for Ch. 4 Nutrient Project

PROJECT RUBRIC

PRESENTATION:                                                                                                   65 pts.

5 minutes                                                                                             ______            10 pts.



Content Knowledge (not just reading but explaining)                        ______            25 pts.



Organization (info., invested time, flow of presentation)                   ______            20 pts.



Eye Contact (connecting with audience)                                            ______            5 pts.



Voice & Diction                                                                                 ______            5 pts.
(speaking clearly, voice projected, proper etiquette)



VISUAL AIDES:                                                                                                      35 pts.
(technology and display)

Relevant Info                                                                                      ______            5 pts.


Multiple visuals (not just a power point)                                            ______            15 pts.



Neatness & Organization & Creativity/Uniqueness                           ______            15 pts.
(invested time in final product)




Tuesday, February 7, 2017

week of 2/6-2/10/17



PERSONAL FITNESS:
MONDAY & TUESDAY:Chapter 2 notes completed via fill-in-the-blank notes; Group practice for student led workouts (first 10 minutes of routine evaluated); gym workout x 2.
Complete Ch. 2 notes; Lesson 1 & 2 Review; Student led workouts (if one is scheduled) or class station workouts.
WEDNESDAY & THURSDAY: Chapter 2 vocabulary quiz; Lesson 3 & 4 review; Pacer; Pushups in the gym.
FRIDAY: Chapter 2 Test; Student-led workouts; Chapter 3 vocabulary; WP#2; Fitness Test-pushups 10/20; Track workout.

HEALTH:

Monday & Tuesday: Daily Warm-up; Ch. 27 notes; Bear Grylls safety/"What Would You Do" Videos.

Wednesday & Thursday: Daily Warm-up; Complete Ch. 27 notes; begin CPR demo on manikins and partner check offs; Bear Grylls safety/"What Would You Do" Videos; Discuss rubric on safety brochure. 


Friday: Daily Warm-up; Manikin check-off with teacher; AED video review; Bear Grylls safety/"What Would You Do" Videos; Outside Reading #1; Create safety brochure;

Sunday, January 29, 2017

Week of 1/16/17-1/30/16

Week of 1/9/17-1/13/17

Hope that you all had a magnificent Holiday Break!!!


Welcome to Personal Fitness and Health!!!! I hope that everyone is ready to begin your journey towards a healthier lifestyle....consider me your personal trainer!!! I look forward to working with each and every one of you!!!

We will begin this week with the following:


Monday/Tuesday: Schedule check; Class introductions; Opening (basic fitness knowledge); Ch. 1 Terminology; muscle diagram; Pre-assessment

Wednesday/Thursday: Opening (Ch. 1 vocab review); First Day of dressing out to begin pre-assessment items (mile run); Closing (identfying exercises with the muscles that they work).

Friday: Review Muscles; Ch. 1 lessons 1 & 2 notes; Calculating target heart rate; Pre-assessment testing (height, weight, situps, pushups. BMI);  Ch. 1 Notes; Introduction to the muscular system (worksheet and discussion); Complete pre-assessment items (Pacer, continue other assessments not completed); Writing prompt (class expectations, goals); Closing.

Personal Fitness Syllabi

Personal Fitness 
Coach Bynum-Isler

I. Course Description
Personal Fitness is a graduation requirement.  Personal Fitness will focus on fitness components with emphasis on developing wellness and establishing attitudes that lead to lifelong healthy habits. Through this course we hope to develop internationally minded people who exemplify the traits found in the Learner Profile.  The units that are studied in Ninth and Tenth Grade Physical Education support the three fundamental concepts of the International Baccalaureate Middle Years Program:

Holistic learning – students discover ways in which Physical Education is related to all other subjects.  They also learn that the strategies they develop using decision making skills and practicing behaviors based upon sound health knowledge and healthful attitudes are those that will be used throughout their lives.
Intercultural awareness – through their study of Physical Education, students discover the importance of total health or wellness of the individual with emphasis on physical, mental/emotional, and social health. They gain an understanding and appreciation for the many cultures that have contributed to the body of knowledge which they study.
Communication – students will be encouraged to be active learners who can communicate their knowledge to others. They will utilize both movement and verbal forms of communication through multiple modes of activity.

Each teacher examines their unit designs, classroom practices, assessment policies & practices, and management & leadership activities to assure that their attention is focused on the processes and outcomes of their students’ learning.

II.
Unit 1- Guidelines, Goals, Safety, Principles of Training, Skill-Related Fitness
Unit Questions- How is personal fitness essential to improving the overall quality of life?  How can you apply the training principles of overload, progression and specificity in a fitness program?  How can skill-related fitness improve the ability to perform moderate physical activity on a regular basis?
Global Context – Identities and Relationships
Assessment Criteria- Knowledge and Understanding, Performance
Significant Concept- We start each year by reviewing key concepts the students should retain from their previous year, along with reviewing the guidelines of fitness, health concerns, lifestyle behaviors, and risk factors.  The activities are designed to illustrate for students the connections between their lifestyle behaviors and fitness levels.

Unit 2- Cardiovascular Fitness and Flexibility
Unit Question- What is the importance of cardiorespiratory fitness to lifetime wellness?  What is flexibility, and describe its importance as a component of health related physical fitness?
Global Context – Scientific and Technical Innovation
Assessment Criteria- Movement Composition, Performance
Significant Concept- The focus of this unit is to analyze the importance of achieving cardiorespiratory fitness and flexibility.  Students will learn to exercise in the target heart rate zone in order to achieve a cardiorespiratory training effect.  Flexibility is the ability to move body joints through a full range of motion.  Stretching exercises can improve the flexibility of a joint that has a limited range of motion.

Unit 3- Muscular Strength and Endurance
Unit Question- How can improving your muscular fitness make everyday tasks of living, work, and recreation easier and more enjoyable?
Global Context – Scientific and Technical Innovation
Assessment Criteria-Knowledge and Understanding, Performance
Significant Concept- Weight training helps you maintain strong bones and muscles as you age.  It is a great way to improve yourself image, help control your weight and enhance your performance in sports and other activities.  Weight training is a lifetime activity.

Unit 4- Nutrition and Body Composition
Unit Question- What is the relationship of good nutrition to achieving a high level of physical fitness and how can you achieve it through a balanced, healthy diet?
Global Context – Identities and Relationships
Assessment Criteria- Knowledge and Understanding
Significant Concept- Making wise food choices is the key to good nutrition. By using the Food Guide Pyramid in making your food selections, you can be assured that your diet will contain the appropriate vitamins, minerals, and other nutrients.  By avoiding low nutrient foods and selecting healthy choices for meals and snacks you will be on the way to having the energy for your daily activities including exercise, fitness and playing sports.

III. Texts and resources

Personal Fitness for You        
Authors:  Stokes and Schultz, $45.00

IV.   Methodology- Students will work individually or as a member of a group.  They will receive direct instruction or will have to research and report on their learning.  They will read, participate in projects, formulate creative solutions, and write and reflect on their work depending on the unit.

V. Methods of assessment- A wide variety of assessments are used to gauge the success of Riverwood students. These assessments can be formative or summative. At Riverwood, assessment is viewed as a continuous process that allows students, parents and teachers to have the best and most accurate information about student achievement. In this class, teachers utilize formative forms of assessment to determine student understanding. These assessments occur often during each unit. At the end of each unit a summative assessment is utilized to gauge student understanding. The summative assessment is a test, an essay, or a project assessed against the MYP criteria which allows the student, parents, and teacher to better understand student progress throughout the program.

Personal Fitness letter grades will be calculated using the following percentages:
- 60% Dressing out and Participation
- 6 points per activity day. 2 points for dressing out and 4 points for participation.
- 30% Written and Skills Test
- To include classwork/homework (1 per unit), project, 12-minute run, fitness testing, Unit tests,             articles (4 plus 1 presentation)
- 10% Final Exam


VI. Grading policy including the use of MYP criteria – Riverwood adheres to the Fulton County grading policy. Traditional grade reports are sent home every 6 weeks. As an International Baccalaureate Middle Years Program candidate school, RICS will use the program’s assessment criteria to report student progress. The students will be assessed at least once per semester against each of the three criteria. Reports of these scores will be sent at the end of each semester.

 VII. Medical Policy:

If the student has a medical condition, a Physician’s statement/note is required when a student needs to modify his/her participation due to medical reasons. These are the ONLY notes that will be honored. Notes need to outline when the student can return to participation and what type of physical activity can be completed during the time he/she is under medical care.

Short Term Medical – a written medical report abstract needs to be obtained from me. The report will detail information on what replacement activities or work is needed to receive credit/grade for the days missed due to the medical condition.

Extended Medical – may jeopardize credits needed for graduation and need to be handled through myself, student’s counselor, and physician recommendations.


VII. MATERIALS NEEDED:

- Appropriate clothing for dressing out.
- Personal hygiene items (deodorant, baby wipes, etc.)
- School supplies: paper, binder or notebook, pencil, pen.


VIII. CLASS EXPECTATIONS:

1. Come to class on time and bring necessary materials (notebook, pen, pencil, paper, dress out clothes)

2. No food, drinks, gum, or candy allowed in the classroom. WATER ONLY!!!

3. DO NOT TALK while others are talking, especially when I’m talking!!!

4. Respect yourself and others.

5. If it is not yours, DO NOT TOUCH IT!!!!

6. Don’t touch the dry erase boards, projector, or any equipment for that matter without permission.

7. DO NOT sit at my desk or on the desktops.

8. If you do not dress out YOU WILL NOT sit down and do nothing, you will be required to walk the entire time.

9. A written Physician note is required for exemption from workouts due to illness or injuries outlining specific restrictions. Other alternative exercises or physical activity must be recommended by the physician.

10. If you use an inhaler, you must have it with you at all times….this is apart of your dressing out grade.

11. Having an electronic device out any time during a test/exam/quiz without permission will result in an automatic zero.




Health Syllabi

Health
Coach Bynum-Isler

I.          Course Description
Health Education is a graduation requirement.  Health will focus on total wellness of the individual with emphasis on mental/emotional and social health.  All units will emphasize making decisions and practicing behaviors based upon sound health knowledge and healthful attitudes.  Through this course we hope to develop internationally minded people who exemplify the traits found in the Learner Profile.  The units that are studied in Ninth and Tenth Grade Physical Education support the three fundamental concepts of the International Baccalaureate Middle Years Program:

Holistic learning – students discover ways in which Physical Education is related to all other subjects.  They also learn that the strategies they develop using decision making skills and practicing behaviors based upon sound health knowledge and healthful attitudes are those that will be used throughout their lives.
Intercultural awareness – through their study of Physical Education, students discover the importance of total health or wellness of the individual with emphasis on physical, mental/emotional, and social health. They gain an understanding and appreciation for the many cultures that have contributed to the body of knowledge which they study.
Communication – students will be encouraged to be active learners who can communicate their knowledge to others. They will utilize both movement and verbal forms of communication through multiple modes of activity.

Each teacher examines their unit designs, classroom practices, assessment policies & practices, and management & leadership activities to assure that their attention is focused on the processes and outcomes of their students’ learning.


II.          
GENERAL HEALTH

Unit 5- The Healthy Individual
                Unit Question- What is health and why is it important to be health literate?
                Global Context – Identities and Relationships
                Assessment Criteria- Social Skills and Personal Engagement
Significant Concept- Health is a combination of physical, mental/emotional, and social well being.   Students will apply the three aspects of health and develop prevention skills which will promote a long and zestful life. 

Unit 6- Safety and Violence Prevention
Unit Question- How does one use decision-making skills to identify, apply, and maintain health-enhancing behaviors?
                Global Context – Fairness and Development
                Assessment Criteria- Use of Knowledge, Social Skills and Personal Engagement
                Significant Concept- In this unit, students will engage in safe behaviors to avoid dangerous situations       and to prevent injuries at home, school, and in the community.



Unit 7 – Tobacco, Alcohol, and Other Drug Use (ADAP)
Unit Question- Why is it important to understand the dangers of alcohol and drug use and abuse?
Global Context – Identities and Relationships
                Assessment Criteria- Use of Knowledge
Significant Concept- Students will learn and discuss the consequences of smoking, drinking, and the use of other drugs.  The Alcohol and Drug Awareness Program (ADAP) will satisfy the requirements of the Georgia law to obtain a Georgia’s driver’s license.

Unit 8- Family Living and Human Sexuality
Unit Question- How can decisions you make regarding human sexuality affect you now and in the future?
Global Context – Personal and Cultural Expression
Assessment Criteria- Social Skills and Personal Engagement
Significant Concept- There are specific required objectives that are covered in this unit.  The objectives address many issues; among them are human physiology and puberty, how we perceive ourselves and our roles, recognizing and communication our feelings, making decisions, sexually transmitted diseases and their prevention including HIV/AIDS, birth control, the changing family, child-birth, teen pregnancy, and parenting.

III.           Texts and resources
              *ADAP Workbook
                 Choosing the Best Life Workbook
                Online access to Health book: 1) In an Internet web browser type www.connected.mcgraw-hill.com. 2) Click "Create new account"
3) Enter the following redemption code: 7R5P-ZTLE-7TVQ

IV.          Methodology- Students will work individually or as a member of a group.  They will receive direct instruction or will have to research and report on their learning.  They will read, participate in projects, formulate creative solutions, and write and reflect on their work depending on the unit.

V.            Methods of assessment- A wide variety of assessments are used to gauge the success of Riverwood students. These assessments can be formative or summative. At Riverwood, assessment is viewed as a continuous process that allows students, parents and teachers to have the best and most accurate information about student achievement. In this class, teachers utilize formative forms of assessment to determine student understanding. These assessments occur often during each unit. At the end of each unit a summative assessment is utilized to gauge student understanding. The summative assessment is a test, an essay, or a project assessed against the MYP criteria which allows the student, parents, and teacher to better understand student progress throughout the program. 

                General Health letter grades will be calculated using the following percentages: 
                - 50% Tests & Quizzes (4-10 of each)       
                - 25% Classwork (1 per unit), Articles (4 plus 1 presentation)
                - 15% Projects (2)
                - 10% Final Exam 

VI.          Grading policy including the use of MYP criteria – Riverwood adheres to the Fulton County grading policy. Traditional grade reports are sent home every 6 weeks. As an International Baccalaureate Middle Years Program candidate school, RICS will use the program’s assessment criteria to report student progress. The students will be assessed at least once per semester against each of the three criteria. Reports of these scores will be sent at the end of each semester.
VII.         CLASS EXPECTATIONS:
You will be asked to approach this class with an open mind and a positive, cooperative attitude.
You should be on time to class, prepared for participation, and cooperation.
Good group participation demands that you be a good listener, as each member has a right to be heard.
You will be expected to keep a notebook for the class. All handouts, homework and class work will be placed in this notebook. 
You will have notebook checks periodically for a grade.
You will need to bring your notebook and writing materials every day even though much of what goes on in class will be discussions. Also, all films will be followed by a quiz or written assignment on the material in the film.
You will be allowed to make up work only for excused absences. No late work will be accepted. It’s the student’s responsibility to make-up all written and skill-based assignments within one week of his/her excused absence. Absences including field trips, visitations, sickness, pre-arranged meetings need to be made up to receive credit. Refer to the Make-up Policy in the Student Handbook.
The final exam will be comprehensive and will cover all material received during the class.
Cell phones, I-pods, or any other electronic devices are not to be exposed or used during class time. Having any of these items out during testing will result in an automatic grade of 0.
Any time an electronic device is seen or heard during the school day disciplinary actions noted in the student handbook will be followed. Refer to page 26 of the student handbook.
**All students will be expected to follow the posted RICS policies. Refer to Riverwood Student Expectation Handbook.**




Sunday, October 16, 2016

week of 10/17/16-10/21/16

            

This week we will continue the unit on reproduction. 

MONDAY: Daily Warm-up; Complete discussion on Ch. 16 notes using power point which includes male and female reproductive problems and the endocrine system; Watch video clip.

TUESDAY: Daily Warm-up; Worksheet-female mutilation;  Cooperative learning card activity; Peer-to-peer education activity. 

WEDNESDAY: Daily Warm-up;  Ch.16 Test; Ch. 17 Vocab. 

THURSDAY: Daily Warm-up; Watch "The Miracle of Life"; Intro to mini-project for this chapter.

FRIDAY: Daily Warm-up; Turn in OR#3; Ch. 17 notes; Group work on project.