Healthful Living

 Cell phones on vibrate  Restrooms  Side conversations  Questions “Parking Lot”  Begin and end on time  Break –2:10  Dismissal—3:30

 List health risks for children and adolescents.  Describe the status of Healthful Living in NC.  Provide rationale for the Essential Standards and Revised Bloom’s taxonomy  Explain Crosswalks as aligned with 2006 NCSCOS.  Be able to use the Unpacking documents to plan lessons and units.  Identify resources for classroom instruction.

What catches your attention from the list of percentages that surprise you? Which areas can you relate to with the students you teach?

 Lack of Physical activity  Use of Tobacco  Sexual risk taking  Use of alcohol and other drugs  Poor dietary behaviors  Intentional and unintentional injuries  Suicides or attempts  Violence  “Accidents”

Alcohol, Tobacco, and Other Drug Prevention, K-12 CPR and the Heimlich Maneuver The Healthy Youth Act

 Fitness Testing HB 1757  Bicycle Safety  Honors Courses in Healthful Living  Bullying and Cyber Bullying  Every student K-8 should receive 30 minutes of activity a day.

 Health is multi-dimensional  Health is a positive state  Health is dynamic  Health is an instrumental value

Health Education: o Cognitive o Affective o Psychomotor o Behavior/action Physical Education: o Cognitive o Affective o Psychomotor Physical Education: o Cognitive o Affective o Psychomotor

 Health is multi-dimensional  Health is a positive state  Health is dynamic  Health is an instrumental value

 Mental and Emotional Health  Personal and Consumer Health  Interpersonal Communication and Relationships  Nutrition and Physical Activity  Alcohol, Tobacco, and Other Drugs

 Motor Skill Development  Movement Concepts  Health-Related Fitness  Personal and Social Responsibility

 Grade level  Abbreviation of Curriculum strands  Number of Essential Standard  Number of clarifying objective 6.AOD.3.2 Sixth grade, Alcohol and other drugs Strand, 3 rd standard, 2 nd objective

 Healthful living curriculum  Crosswalks  Bridges NCSCOS to essential standards  Unpacking Documents  Gives objectives

 On Bladen County Schools web site  Select DPI link  Choose Programs drop down  Select ACRE  Select common core and NC essential standards  Select essential standards support tools

 Framework for Change  ACRE  How Essential Standards will be different  Why RBT chosen  Consultation with Lorin Anderson

Verbs!

Clarifying objectives have only one verb Verbs in CO are aligned with verbs in ES Verb create is the highest level of learning Verbs enhance assessment and accountability

 Work with 2 others  Arrange the verbs for Essential Standards into a hierarchy  Match verbs for clarifying objectives in alignment with verbs for Essential Standards  Check your work with the answer sheet  Work with 2 others  Arrange the verbs for Essential Standards into a hierarchy  Match verbs for clarifying objectives in alignment with verbs for Essential Standards  Check your work with the answer sheet

 Teresa Coleman    Wikispaces

 prezi.com/gxgypkp67mka/blooms-digital- taxonomy-and-web-2-tools/  Or tiny.cc/skut8

 Attend both half day rollout meetings (.3 each)  Certificate of completion for Healthful living section of module 2 Understanding the standards (.2)  Complete the lesson plan activity  2 lesson plans for two health lessons from two different age groups of the new essential standards(.1 for each lesson plan)  Total CEU earned 1.0

 Crosswalk-  Unpacking documents-  Begins in  Curriculum for elective classes.  Questions