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Unit Name and Number: Health Skills, Wellness and Promoting a Healthy Lifestyle

MYP Unit Question:

Lesson Name and Number:

Subject Grade and Grade Level:

Time Frame and Duration:

Do Now: 9.14 Read on of the following articles (two choices) both

Time Allotted: wellness/health promotion articles 1 pagers:
9.15 Dress Out in Activity Uniform. Fill in uniform grade
ticket
9.16 On the note card provided write 3 learning goals that
individually you have for this wellness project. Also
list your previous knowledge as it relates to the project.
Have you ever participated in or planned a wellness or
health promotion activity for the community?
9.17 Dress Out in Activity Uniform. Fill in uniform grade
ticket
9.18
Assign Yourself: 9.14 Bring an article (Due Thursday) from a credible news
Time Allotted: source that addresses wellness, health or nutrition.
Bring PE Uniform
9.15
9.16 Bring PE Uniform
9.17 Create a nutrition log for week 7 nutrition tracking
(template presented during class
9.18 Group Assign Yourself: Decathlon station guidelines
information sheet including the following: Name of
Station Activity, Performance guidelines, data
collection, materials needed
Approaches to Learning: 9.14 Information Literacy Skills:
List the approach or Assign Yourself
approaches to learning being 9.15 Writing skills, Group Work Log,
utilized in this lesson and in Session Agenda Due Wednesday
what ways they will be applied. 9.16
9.17 Organizational Skills Written Homework
Due Assigned 9.14
9.18 Organizational Skills Written Homework
Due Assigned 9.15

MYP Planner 1
Curriculum and Instruction Department
Clayton/Dugan
2009/2010
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Guided Practice: 9.14 Presenting Wellness Program Overview: Terms, Health

Time Allotted: Introductory Discussion,
Groups will be asked to brainstorm and break down a
specific motor skill into its fundamental elements.
Students will each pick 2-3 of the physical fitness skills
outlined in the following article 10 physical fitness
skills (print 28 copies). Also for the do now,
incorporating a new strategy:
Do Now instruction cards that have a uniform checklist
on the back that must be checked off (eventually a
rubber stamp created) to validate uniform compliance
and provides a control procedure that ensures that I
keep up with repeat uniform offenders and provide the
appropriate consequences for non-compliance. (One
Freebie per semester: Written Warning/Use of Freebie)
Detention, second offense. ISS any offenses past two.

More importantly than recording uniform compliance,

these cards will be deposited into a Tupperware and
used to randomly call on students during learning
activities in class including but not limited to class
discussion, presentation of do now work, Socratic
seminar participation, observation etc.

Daily Do Now: Objective: Assign Yourself Template

9.15

9.16

9.17

9.18

MYP Planner 2
Curriculum and Instruction Department
Clayton/Dugan
2009/2010
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Independent Practice: 9.14 Students will address inquiry based objective questions
Time Allotted: to acquire the general knowledge necessary for the
introduction of the design problem/question of
planning and implementing the William’s Wellness
Program. Individual Independent Practice to conclude
with submitting Cornell notes and outline of
9.15

9.16

9.17

9.18

Differentiation Enrichment: 9.14

9.15

9.16

9.17

9.18

Formative Assessment:

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Curriculum and Instruction Department
Clayton/Dugan
2009/2010
Lesson planner we are driven…

9.14 Article: accompanying Cornell notes with 5 critical

questions creating using the text
9.15 Observation performance of fitness activities in
traditional decathlon: 40 yard dash, push ups, curl
ups
9.16 Mexican Independence Day If substitute teacher
Article and Quiz because of the
FitnessGram
Professional
Development
Opportunity
9.17 Health terms group work, participation grade for
learning log, both individual and group. Article Due
from Monday’s Assign Yourself
9.18

Unit Objective Sequence: 9.14

9.15

9.16

9.17

9.18

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Curriculum and Instruction Department
Clayton/Dugan
2009/2010
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Closing: 9.14
Time Allotted:

9.15

9.16

9.17

9.18

Reflections: 9.14-
Identify the ways in which 9.15-
students demonstrated their 9.16-
learning?
9.17-
9.18-
In what ways did the
assessment tasks allow
students to demonstrate the
learning objectives identified
for this lesson? How did I
make sure students were
invited to achieve at all levels
of the criteria descriptors?

How was the previous lessons

qualitative and/or quantitative
data relevant to the mastery of
this lessons objective? Are we
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Curriculum and Instruction Department
Clayton/Dugan
2009/2010
Lesson planner we are driven…

prepared for the next lesson?

MYP Planner 6
Curriculum and Instruction Department
Clayton/Dugan
2009/2010