Unit Title: Health Education

Teacher Name: Mr. Victor Celaya

Date: 11/27/17- 12/01/17 and 03/05/18- 03/09/18

Grade/Class: 8th grade

Space Needed: A classroom equipped with a projector, white board, and chairs/ tables that can be
moved and rearranged.

California State Model Content Standards to be Addressed

2.1, 2.3, 2.4, 3.1, 3.2, 3.3, 3.5, 4.1, 4.3, 4.5, 4.6, 5.4, 5.7

California Teacher Performance Expectations Addressed

TPE 4g, TPE 6c, TPE 7d, TPE 7f, TPE 8d, TPE 9d, TPE 10b, TPE 11b, TPE 12a

Equipment Needed:

Chromebooks, dry erase markers, erasers, projector, food label transparent sheets

Provisions for Students with a Disability:

My student who has ASD (autism spectrum disorder) will be given additional materials to study at home
such as supplemental videos and diagrams to allow individual study. My student will also be provided
additional time on quizzes and exams as needed in order to provide the student with an equal
opportunity to succeed. The student will also be allowed to respond to group discussions in writing in
order to have more time to collect their thoughts on the subject matter.

Unit Objectives:

Psychomotor

Students will perform exercises targeted to specific muscle groups and fitness components with a level
of competency.

How assessed:

Students will present a fitness plan in which they demonstrate exercises that target specific muscle
groups or fitness components and will be assessed based on how accurately they targeted movements
and the degree to which the movements were technically sound.
Cognitive:

Students will demonstrate proficiency in reading food labels, identifying the five components of fitness,
and defining the terminology: macronutrient, micronutrient, and metabolism. Students will become
aware of current trends in food, obesity, and obesity-related diseases and analyze the causes of these
trends. Students will explain how macronutrients and micronutrients effect health as related to the five
components of fitness.

How assessed:

Students will be quizzed regularly on terminology and any films or media viewed in class. Students will
also be quizzed on defining the 5 components of fitness and describing exercises that can be used to
improve each component.

Affective:

Students will reflect on where they stand in the 5 components of fitness and consider factors in their
lifestyle that contribute to their current fitness level. Students will define what aspects of fitness and
health they value most and determine a personalized plan to pursue their values. Students will foster an
understanding of the importance of positive body image.

How assessed:

Students will use their journal to reflect on how their personal lifestyle has contributed to their current
fitness level by actively tracking their meals and activities and writing about how those habits align or
disconnect from the habits being taught in class. Students will also reflect with prompts that require the
student to write about what they value in physical fitness and health, how these values came about, and
what they believe about body image.

Scope and Sequence of Content /or Developmental Analysis

Scope and sequence (List skills, the order in which they will be taught (inter-task development) and the
manner in which each will be developed from simple to complex (intra-task development)

Scope

The health education unit is designed to teach students about how lifestyle factors such as nutrition and
activity level affect overall health and physical fitness. This is accomplished by teaching students about
macro and micronutrients, reading food labels, analyzing trends in nutrition and obesity through viewing
and analyzing a film, identifying the five components of physical fitness and applying all of their gained
knowledge to creating and implementing a 2-week lifestyle plan that includes a meal and exercise
schedule. The transitional nature of 8th grade lends itself to educating students about making conscious
food and activity choices as many of them are beginning to independently select what they will eat and
when they want to eat it. Further, the state standards call for students to understand nutrition as it
relates to fitness and to construct a 2-week fitness plan that is in line with the 5 components of fitness,
which is exactly what this unit calls for. The physical education department decided to divide this unit
between 2 weeks throughout the school year to allow students time to apply content from each half of
the unit to their other units and to their lives in general.

Health Education Sequence I (11/27/17-12/01/17)

1. Introduction to 5 components of physical fitness

a. Definitions of each component

b. Methods for assessing the components

c. Exercises catered to each component (except body composition)

2. Macronutrients

a. Definition of macronutrients

b. Examples of foods with different macronutrients

c. Reading a food label and identifying macronutrients

d. Calculating percentage of calories for each macronutrient present in a food label

3. Nutrition as it relates to health

a. Connections between food intake and health

b. Connections between disease and intake of specific nutrients

4. Film analysis (Fed Up)

a. Determining thesis statement of film

b. Relating film to 5 components of physical fitness

 c. Relating film to macronutrients and food labeling

Health Education Sequence II (03/05/18-03/09/18)

1. Human metabolism

a. Defining metabolism

b. Identifying relation of metabolism to five components of fitness

2. Micronutrients

a. Defining micronutrients

b. Determining daily intake requirements of macro and micronutrients

3. 2-Week Personal Plan

a. Defining a 2-week personal plan in terms of exercises and physical activities directly related
to 5 components of physical fitness

b. Determining a meal plan to accompany 2-week fitness plan and relating it to body
composition

c. Implementing plan and documenting results

 Unit Block Plan

Name of Unit: Health Education (Part 1)

Monday Tuesday Wednesday Thursday Friday

11/27/17 11/28/17 11/29/17 11/30/17 12/01/17

• Introduction to 5 • Student • Film: Fed Up part • Film: Fed Up part • Group project
components of presentations 1 2 presentations
physical fitness continue (if • Film quiz • Film quiz • Discussions after
• Ways to assess 5 necessary) • Film discussion (cumulative) each presentation
components • Introduction to • Group project • Film discussion • Cumulative exam
• Ways to improve macronutrients assigned: Present and reflection on components of
5 components • Food label reading 3 ways you or fitness, food label
• Students broken practice your peers could reading, and the
into 5 groups to • Recommended improve a Standards: 4.5, 5.7 film Fed Up
focus on each daily intakes component of
component • Discussion on the fitness or
Standards: 4.5, 5.4, 5.7
• Students present impact of nutrition nutrition
components and on overall health
demonstrate
exercises Standards: 4.5, 5.4, 5.7
Standards: 4.5, 5.7

Standards: 2.1, 2.3, 2.4,

3.1, 5.4, 5.7
 Unit Block Plan

Name of Unit: Health Education (Part 2)

Monday Tuesday Wednesday Thursday Friday

03/05/18 03/06/18 03/07/18 03/08/18 03/09/18

• Lecture covering the • Group in class activity: Student group project Teacher prep Student group project
following topics: o Students research assigned: day: No presentations:
o Human recommendations Students
metabolism from at least 2 o Create a 2 week • Groups take 5-
o Review of sources on fitness and 7 minutes to
macronutrients recommended nutrition plan that present their 2
daily activity includes: week plans
requirements and justify
 o Micronutrient o Students o 3 meals and 2 why the plans
recommended determine how snacks per day are realistic
daily intakes they might meet o Unique exercises • Peer
o Types of food these based on what evaluations
to meet requirements we’ve covered in • Class
various o Students present class to meet discussion on
nutritional findings to peers recommended presentations
needs Standards: 2.1, 2.3, 4.5, 4.6, 5.4, daily activity
5.7 o At least 1
modification for
Standards: 4.5, 5.7 bad weather or
Standards: 3.3, 4.1,
injury
4.6, 5.4, 5.7
o Water intake

Standards: 2.1, 2.3, 3.2,

3.3, 3.5, 4.1, 4.3, 4.5, 4.6,
5.4, 5.7
 DAILY LESSON PLAN

SCHOOL: Emerson Middle School

DATE: 03/07/18

TEACHER: Mr. Victor Celaya

CALIFORNIA STATE PE STANDARDS ADDRESSED:

2.1, 2.3, 3.2, 3.3, 3.5, 4.1, 4.3, 4.5, 4.6, 5.4, 5.7

COMMON CORE STANDARDS ADDRESSED:

ELA Writing Standard 1b- Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an
understanding of the topic or text.

TEACHING PERFORMANCE EXPECTATIONS (TPE’s):

TPE 4g, TPE 12a

UNIT / THEME: Health Education ACTIVITY: Designing a 2 week fitness plan

group project

TIME / PERIOD: Period 3- 9:55- 10:45

TEACHING STYLE: Guided discovery GRADE: 8th grade LESSON #8 OF 9

EQUIPMENT AND FACILITIES: 55 Chrome books, white board, markers and dry eraser, 55 heart rate monitors. NUMBER OF STUDENTS:
55
TIME CONTENT & METHOD STRATEGY POINTS
TO STRESS

Lesson Learning Objectives

Note:
For each domain, do not write what the students will be doing…write
specifically what the students will be learning.

1. CA PE Standards (Psychomotor):
Psychomotor Domain Objectives
2.1- Describe and demonstrate how movement skills learned in one physical
activity can be transferred and used to help learn another physical activity.

Students will demonstrate one or more exercises covered in previous units that fall
within 4 of the 5 components of fitness with proficient to excellent technique.

2. CA PE Standards (Cognitive):
Cognitive Domain Objectives:

2.3- Explain how growth in height and weight affects performance and influences
the selection of developmentally appropriate physical activities.
3.3- Plan and implement a two-week personal physical fitness plan in collaboration
with the

teacher.

4.1- Develop a two-week personal physical fitness plan specifying the proper
warm-up and cool-down activities and the principles of exercise for each of the five
components of health related

physical fitness.

4.3- Identify ways of increasing physical activity in routine daily activities.

4.5- Explain the effects of nutrition and participation in physical activity on weight
control, self-concept, and physical performance.

4.6- Explain the different types of conditioning for different physical activities.

Students will work in small groups and develop a two week lifestyle plan that
includes exercise plans that cover 4 out of the 5 components of fitness, meal plans
that are nutritionally balanced, healthful, and appropriately portioned, and
appropriate water intake for moderate to vigorous activity levels. Students will
justify each exercise and meal with course work and/or external research.

3. CA PE Standards (Affective):
Affective Domain Objectives:
3.2- Refine individual personal physical fitness goals for each of the five
components of health related physical fitness, using research-based criteria.

3.5- Assess periodically the attainment of, or progress toward, personal physical
fitness goals and make necessary adjustments to a personal physical fitness
program.

5.4- Identify the contributions of members of a group or team and reward

members for accomplishing a task or goal.

5.7- Model support toward individuals of all ability levels and encourage others to
be supportive and inclusive of all individuals.

Students will reflect on their current fitness level as defined by the 5 components
of fitness, assess their progress throughout the year, identify peers who have
inspired them or provided useful constructive feedback, and develop positive
communication skills in order to move their groups toward stated goals.
 Time Sequence of Skill Development / Practice MANAGEMENT CUE WORDS / PROMPTS
Estimate
Beginning with the first What key words will you use
transition, EACH SECTION to help students learn and
(In this section, you MUST DESCRIBE specifically how you will TEACH and should have a defined understand the content?
MANAGE your stated objectives and Arrange the class for each of the management strategy. This can
following lesson components. be described and/or illustrated.

Note:
You cannot simply state what you will be doing during the lesson. You must Transition
describe how you will be teaching and managing each of the following areas: Transition
9:55- • Students will be
9:58 expected to be in • Classroom rules!
assigned seats with You have to be in
Lesson Components groups as soon as your seat by the
class starts ringing of the bell!
(Lesson does not necessarily have to follow this order specifically):

• Transition to Learning Area

o Students will go to assigned tables with pre-assigned groups
and are given chrome books

Project Assignment

• All of the Project assignment

components of the
project will be put • There are a lot of
onto a rubric, requirements to
distributed to each unpack here so make
9:58- group, and signed by sure you review the
10:08 the students to board and ask me
 acknowledge that questions
they understand the throughout the
• Project Assignment assignment lesson today
o Students will be assigned to spend the class period working on • The project • Use your chrome
the following project: requirements will books to research
▪ Create a 2-week lifestyle plan that includes: also be listed on the nutrients and
• 3 meals and 2 snacks per day white board exercises
o Meals must have calories,
macronutrients, and at least 2
micronutrients listed
• Exercise plan with at least 60 minutes of
exercise planned for 4 days/ week
o Exercises can either be unique or
exercises that have been covered in class
throughout school year Transition
o Exercises must have component of
fitness that they fall under listed with • Instructor will begin Transition
them walking around
room to watch • I will be walking
• At least 1 day where activity is modified due to around to answer
bad weather or injury student progress
questions and check
• Amount of water intake on progress, I want
• Transition to hear discussions
o Students begin work on project and see your
exercises!

Activity Activity

• Instructor will walk • I want to see good

around checking form when you
student progress and perform your
checking off student exercise/ activity so
 exercises as they make sure you’ve
volunteer to done your research
demonstrate before you try to
• Activity: Project work • Proximity control present your exercise
and questioning of to me!
o Students will be asked to demonstrate at least 1 exercise from
their plan with good form to be checked off for participation students will be used
o Students will work on the project the entire class period to keep students on
track

Closure

• Suggested roles to Closure

divide up work will
be listed on white • This project will be
board during lesson due sooner than you
think, make sure you
are planning ways to
complete it on your
10:08- day off!
10:40

• Closure
o Students will be reminded that this project is due by Friday and
recommended to divide up roles to complete the project over
the day off on Thursday
10:40-
10:45

Evaluation / Assessment Procedures

Note:
These assessment procedures must tie directly to the lesson objectives for all
three previously described learning objectives. In other words, how will you
assess the psychomotor, cognitive, and affective domain?)

You must describe an assessment tool that will be used for each domain
objective.

1. Psychomotor Assessment Method

(Include the Assessment Tool to be Used for this Domain Objective):
Students will have their performed exercises observed and checked off if
technically sound form is demonstrated.

2. Cognitive Assessment Method:

(Include the Assessment Tool to be Used for this Domain Objective):

Students will be given a quiz with the following questions:

• What is required for the meal plan in this project?

• What is required for the exercise plan in this project?
• Define Macronutrients.
• Define Micronutrients.
• Describe the daily requirement for exercise.
 3. Affective Assessment Method:
(Include the Assessment Tool to be Used for this Domain Objective):
Students will perform a journal entry once the project is complete and
respond to the following prompt(s):

• What challenges did you and your group face in completing this
assignment?
• Name at least 1 specific example of something a group member of yours
did that helped to organize the group or move toward a common goal.

Modifications

• (Include a method and strategy to modify the activity to include

students with disabilities)

The student with ASD (autism spectrum disorder) will be provided with a
written copy of all of the project requirements and be placed in a group with a
high performing student to act as a mentor. This student will be allowed
additional time on their quiz and journal entry.
 • Include a strategy to address the learning needs of an ESL student.

A student who is learning English will be allowed to use google translate on

their chrome book to translate project instructions into their native language.
Ideally this student will be placed in a group with a native speaker of their
language, but if this is not available students will use technology to act as a
translator.

Alternate Activity

Describe what you will do in the event of inclement weather.

Note:
Do not simply say you will move your class into to the gym. Consider the
reality that you will likely be sharing the gym with 2-4 other classes. You need
to describe an alternate activity and a place where you will teach this activity.

If the classroom has space limitations so severe that exercises cannot be

demonstrated then groups will have to describe the movements in detail and
explain the qualities of good form in the movement and bad form in the
movement. The rest of this lesson can be taught regardless of weather
conditions.
Unit: Health Education Name:
Psychomotor Assessment
Scored: 4-point grading scale: Student is appropriately spaced out from peers:
0= does not initiate
1= initiates or partially completes task with poor form Exercises are performed: Y/N
2= partially completes task with proper form
3= completes task with proper form Exercises are performed with appropriate posture:

Exercises are performed in proper cadence:

Other Notes:

Unit: Health Education

Name:
Cognitive Assessment
Quiz

1. What is required for the meal plan?

2. Define Macronutrients

3. Define Micronutrients

4. Describe the daily requirement for exercise.

Unit: Health Education

Name:
Affective Assessment
Journal Entry
Prompt: What challenges did you and your group face in completing this assignment? Name at least 1 specific
example of something a group member of yours did that helped organize and move group toward a common
goal.