This document outlines the development of a teaching program on road safety for Year 8 students. It includes the learning outcomes, which are for students to describe the nature of health and analyze how health issues can impact people. The lesson will explore the concept of risk, strategies to minimize harm, and road safety. Students will discuss positive and negative risks through think-pair-share activities and work in small groups using critical thinking questions. The lesson concludes with a homework assignment for students to complete a worksheet on positive communication. Resources listed include materials for group work and the worksheet.
housands of educators across the country use the Understanding by Design framework, created by the late Grant Wiggins and Jay McTighe, to get a handle on standards, align programs to assessments, and guide teachers in implementing a standards-based curriculum that leads to student understanding and achievement.
housands of educators across the country use the Understanding by Design framework, created by the late Grant Wiggins and Jay McTighe, to get a handle on standards, align programs to assessments, and guide teachers in implementing a standards-based curriculum that leads to student understanding and achievement.
This booklet is aimed at school leaders. It identifies the key components of an approach to teaching and learning that will enable class teachers to be successful. There are things to be done and elements of teaching and learning that need to be encouraged.
* MODELING AND BUILDING MUTUAL RESPECT: TEACHER/STUDENT, STUDENT/STUDENT INTERACTION
* MODELING AND BUILDING MUTUAL RESPECT: TEACHER/STUDENT, STUDENT/STUDENT INTERACTION
* USING CONTRACTS TO BUILD INTRINSIC MOTIVATION
* IMPLEMENTING CLASS MEETINGS
School Uniforms Discussion for studentsscrawford99
This keynote is intended for use with students. The topic of school uniforms will be the discussion, followed by a letter writing assignment for the student.
This booklet is aimed at school leaders. It identifies the key components of an approach to teaching and learning that will enable class teachers to be successful. There are things to be done and elements of teaching and learning that need to be encouraged.
* MODELING AND BUILDING MUTUAL RESPECT: TEACHER/STUDENT, STUDENT/STUDENT INTERACTION
* MODELING AND BUILDING MUTUAL RESPECT: TEACHER/STUDENT, STUDENT/STUDENT INTERACTION
* USING CONTRACTS TO BUILD INTRINSIC MOTIVATION
* IMPLEMENTING CLASS MEETINGS
School Uniforms Discussion for studentsscrawford99
This keynote is intended for use with students. The topic of school uniforms will be the discussion, followed by a letter writing assignment for the student.
Animal classification lesson plan presentation (revised)satate128
Presentation to teach VA SOL 1.5b: The student will investigate and understand that animals, including people, have specific physical characteristics and can be classified according to certain characteristics. Key concepts include: b) physical characteristics (body coverings: hair, fur, feathers, scales, and shells)
Touring the Universe (An Introduction to Formation of the Universe)
I hope this lesson can shed light to SHS Grade 11 Science Teachers. My appeal to those who will download this ppt. please email me at marileahmendina08@gmail.com for my own references. I would be glad to hear from you.
i have been in the research work of this topic and when i found that there is something which i should pass it on to other person then i din't wait and uploaded this photo
2. Teaching and learning programs need
to represent the implementation of
school curriculum planning.
Needs to include the outcome groups
being developed, and the learning
experiences with suitable content and
planned assessment.
3. The teaching program documents a
teachers decisions about what to teach
and what students should learn.
The decisions made will be assisted by a
teachers knowledge of the students
learning needs.
4. Teaching program requirements may be
met by “units of work”, where the unit fits
with a schools overall curriculum
planning.
Planning assessment in the teaching
program assists teachers in keeping
assessment manageable.
5. PDHPE Years 7-10:
Sexual Health
Road Safety Education
Drug Education
Mental Health
Body Image and Healthy Food Habits
Child Protection and Personal Safety.
6. Considerations When Developing a
Scope and Sequence
Consider whole school activities for
students (for example, assessment and
examination schedules). Planned dates
for these events need to be identified
Consider the availability of school
community resources for example
equipment.
7. Clearly identify students learning needs
Class size, students interests, teachers
expertise and costs need to be
considered.
8. Ensure teaching and learning strategies
are devised and provide students with
sufficient opportunities to learn the
content (learn about) and use their skills
to apply the content (learn to).
Syllabus needs to be consulted at all
times to ensure teaching and learning
programs meet the requirements.
9. When evaluating programs as “Have the
learning experiences provided in the
programs allowed students to learn what
the syllabus expected?”
Select only 3-4 outcomes per unit as
learning will remain focused and create a
deep understanding and knowledge.
Consider the best sequence for exploring
the content. Allow for integration of
concepts to ensure relevance to students
lives. There is no need for it to be in the
order of the written syllabus.
10. Blogs
Chat rooms
Diaries/ journals
Magazines
DVDs
1. Finish the Scene – students watch part of
a scene, for example where a character is
having trouble dealing with a significant
challenge. Students then write the script for
the remainder of the scene.
11. 2. Play the role – students take the role of
the character and act out the
remainder of the scene.
3. Fast Forward – students predict what
happens next.
14. Before you Plan:
1. Get to know your students – identify
clearly who you are going to educate
and their learning styles.
2. Know your objectives – what do your
students expect to learn? What do you
want them to learn by the end of lesson?
3. Over plan the class – include attention
getters to bring the focus right to you
when you need it.
15. Creating your Plan.
1. write your overview – outline the big
ideas for the class. For example road
safety, the causes and minimising risk.
2. set out the objective – clear and
consicise outlining the concrete steps
throughout the lesson. For example,
background knowledge on road safety,
cause (why?) and how to minimise the
risk through group activity.
16. 3. Plan your timeline – beak plan into
sections according to how much time
you have within the lesson.
17. 727. Nutrition
Phys Ed, level: Elementary
Posted Mon Nov 30 22:03:08 PST 1998 by Janna Elder (jkbelder@aol.com and
jelder@hal.calc.k12.la.us ).
Food Pyramid
W.T. Henning Elementary, Sulphur,LA USA
Materials Required: Book-Berenstein Bears and Too Much Junk Food,Chart paper
and marker,copy of food pyramid,magazines a
Activity Time: 1-2 45 minute lessons
Concepts Taught: Recognizing good food choices
TLW - distinguish between healthy foods and junk foods.
- understand the need for healthy food choices.
- create a food pyramid in a cooperative group.
PROCEDURE: Introduce the Food Pyramid. Have a poster and/or use an internet
site that has a picture of the pyramid.
Discuss how the pyramid works and the need for a balanced diet.
Brainstorm and come up with several Healthy Foods and several Junk Foods. List
the foods on a chart.
Read the story The Berenstein Bears and Too Much Junk Food by Stan and Jan
Berenstein.
Discuss the story. Ask questions about the food choices. Add foods in story to the
chart. Relate the Healthy Foods to the Food Pyramid.
Divide the class into cooperative groups.Give each group a poster with the
pyramid on it. Have each group find pictures of food to illustrate each section.
Display the posters upon completion.
As a reward for working together and learning about foods have a healthy food
snack available.
18. EVALUATION: Observation of students working
in groups.The completion of the food pyramids.
Listening to discussions of food choices.
Listening to discussions of what we need to
have good food choices in our diets.
MATERIALS:Book:Berenstein Bears and Too
Much Junk Food by Stan and Jan Berenstein.
Chart Paper and Marker
Picture of Food Pyramid
Food Pyramids for groups to complete
Magazines and newspapers
Scissors and Glue
Healthy Snack such as apple slices and peanut
butter
19. Tile – Road Risks
Year 8
Lesson No. – 1
Length – 2 of 50 mins
Outcomes – Students will describe the
nature of health and analyse how health
issues may impact on you people (4.6)
Skill – decision making
Students will learn about – exploring risk,
strategies to minimise harm and road
safety.
20. Students will learn to: Lesson Sequence Teaching and Learning
Strategies
Explore the concept of Warm up/ opening Direct Teaching
risk Write down both the
Think, Pair, Share positive and negative
types of risk that
adolescents take.
Explain how potential Critical questions: Small Group Work
for harm can be Hand out “critical
increases as the result Initial Stimulus question” cards to
of an interaction of Questions for Lessons focus on issues around
factors YP and risk.
21. Conclusion – How can we overcome
this? Homework is to complete “Positive
Communication” worksheet .
Resources – A3 paper for group work,
question cards and Worksheet 10.1
Assessment
Evaluation and Reflection.