OBJ: complete missing work

Review: write down the FITT principal and explain each one.

lesson:Students completed their review for previous objectives, and we talked about how FITT principal applies to certain activities. Students were then give time to complete missing work. After they completed missing work students read pages 32-35 so they could list the benefits of physical activity.

This unit we are working on volleyball and students will learn skills required for the game as well as the rules. see video below to help prepare you for the test.

OBJ TSWBT: complete or design a mind map.

Journal: write down the six steps for refusal skills AND explain three steps in 4-5 sentences.

Lesson:  Students were given time to do their review, and we talked again about what peer pressure is, why this is important, and how this relates to health. After the journal then we talked about mind maps, how they are used for taking notes, why they are important, were they will use it, AND most importantly of all how it relates to health.

assignment: complete a mind map; 1 topic, 8 main points, 16 sub points, and 16 sub sub points.

OBJ:  Identify appropriate risks and safety factors in the selection of fitness activities. 4.9

Review: write down each component of the FITT principal AND explain each one.

Lesson: Students completed their review and we had a short discussion about each one to help refresh their memories. Then students were given time to complete their worksheet from last time. Students may access this worksheet from the previous post. Then as as class we unscrambled words as a class in fun competitive way words that portrayed different activities. Then students were given tasks to come up with safety equipment for those activities to  complete their objective.

OBJ: 1.4D Demonstrate refusal skills for managing peer pressure.

Journal: give one example of each time you used a passive, assertive, and aggressive response in 4-5 sentences.

Lesson: students completed their journal, and we had a short review about last periods lesson. From here we talked about peer pressure, there was a power point presentation about the six steps for refusal skills. We also had a short discussion about tipods and how that relates to peer pressure. After the presentation students had time to complete their assignment. Here is the rubric for their assignment.

4- list four different examples of peer pressure. AND write down a one sentence response for each of the six steps for refusal skills for each example of peer pressure. (a total of 24 lines; there are six steps, one sentence each)

3-list three different examples of peer pressure. AND write down a one sentence response for each of the six steps for refusal skills for each example of peer pressure.

2-list two different examples of peer pressure. AND write down a one sentence response for each of the six steps for refusal skills for each example of peer pressure.

1- did not complete or do assignment.

OBJ: identify appropriate risks and safety factors in selection of fitness activity. 4.9

Review: Draw and label all parts of the pyramid and give one example of each.

Lesson: Students completed their review, and then the students read pages 27-31. Students read about the FITT principal. We learned and discussed about the definitions, how they are used, and how they are applied in activity selection. Students then completed a worksheet,W3.1a Activitygram and then completed their Objective with the following rubric:

4- identify two sports and or activities, list 4 risks, and list 4 safety factors.

3- identify two sports and or activities, list 3 risks, and list safety factors.

2-identify two sports and or activities, list 4 risks, and list 4 safety factors.

1- Did not complete or do assignment.

OBJ: TSWBT Listen to all sides before taking action in solving conflict 4.16

Review: list three sport skills, and three skill related fitness.

Lesson: today students completed their review and talked about the differences between sport skills and skill related fitness. After which students talked about different types of levers, and they could work in a group or by themselves. They found a lever, defined the class of lever, and gave an example of how that lever is used. They did a short presentation and then they went into group juggling in the gym so they could complete their objective. They were given different tasks to complete so they could listen to all sides.

OBJ: TSWBT apply teminology associated with exercise in selected fitness activities. 2.1

Review: list the five components.

Lesson: Students listed the five components of health related fitness and as a class we talked about some of the examples that would fall under those categories. Then as a class we identified the difference between sport skills and skill related fitness. Then as groups students came up with sport specific skills that they could practice. Once students had identified them then they could practice them the rest of the time.

OBJ: TSWBT identify positive ways to express emotions.

Journal: write down the four active listening skills AND OR explain a time when you practiced one in 4-5 sentences.

Lesson: students had time to complete their journal and we reviewed as a class. We then watched a short video about emotions and what they are.

after the video we had a discussion about the questions from the video and we completed three worksheets for homework about emotions, what they are, and how to handle emotions positively.

OBJ: TSWBT demonstrate effective communication skills 1.4e.

Journal: explain what you did to show good communication and how you did it in 4-5 sentences.

Lesson: We had a short discussion about their journal and some students gave examples of good communication. We then watched Abbott and Castillo video on “whos on first and whats on second”. Their assignment was to write down ten ways to improve communication. After that we talked about values, and their assignment was to list 8 values along with their definition.