This document outlines the Grade 8 Wellness course which focuses on physical, emotional, mental and social well-being. The course covers topics like fitness, nutrition, substance abuse, relationships and sexuality. It is taught through presentations, discussions, readings and projects. Students are expected to follow ground rules of respecting others and maintaining confidentiality. Assessment is based on knowledge and understanding, application of knowledge, and communication, with units covering health, mental health, substance abuse and sexual health.
Cooking skills are critical for achieving health and sustainable dietary goals and yet they are in general decline in the UK. Community based cooking skills projects that aim to fill this skills gap are also in decline due to cut backs in public funding. Since cooking skills projects are diverse in scope (i.e. target group, model of intervention and intended outcome) and there is a lack of centralised support for them at the national level (in England); standards and requirements demanded by those commissioning them at the local level can vary and be unrealistic.
Cooking skills are critical for achieving health and sustainable dietary goals and yet they are in general decline in the UK. Community based cooking skills projects that aim to fill this skills gap are also in decline due to cut backs in public funding. Since cooking skills projects are diverse in scope (i.e. target group, model of intervention and intended outcome) and there is a lack of centralised support for them at the national level (in England); standards and requirements demanded by those commissioning them at the local level can vary and be unrealistic.
Michigan Model K 6 New Teacher One Day Training 08 09Wendy Sellers
Participants of the March 10 and March 11 trainings requested some of the information included in this PowerPoint, particularly the lists of effective versus ineffective drug prevention strategies.
In a webinar in the Annie E. Casey Foundation’s Using What Works to Improve Child Well-Being series, an expert panel discusses how the Youth Experience Survey, one of the key tools in the Evidence2Success framework, generates data on risk and protective factors that help communities address problems for youth before they start.
ISPCAN Jamaica 2018 - The Impact of Domestic Violence on Children's Functioni...Christine Wekerle
The Impact of Domestic Violence on Children's Functioning: Care Planning Approaches to Foster Trauma-Informed Care
Shannon Stewart, Yasmin Garad, Natalia Lapshini
Peer Review Assignment Due Week 8 and worth 50 points Peer rev.docxdanhaley45372
Peer Review Assignment
Due Week 8 and worth 50 points
Peer reviews should provide feedback to a peer on the criteria expected in the paper. The Week 8 Feedback Form can be downloaded from the Appendices section of the course guide by clicking the link here. Follow these instructions:
For Online Students:
1. Choose a classmate's paper from the "Easy Drop off/Pick up Zone" discussion thread in the course shell.
2. Obtain the Peer Review Feedback Form from the course shell.
3. Comment on all criteria, noting strengths and / or areas for improvement on the feedback form.
4. Provide completed Peer Review Feedback Form by posting it to the same "Easy Drop off/Pick up Zone" discussion thread AND submitting it to the Peer Review Assignment link above.
For On-ground Students:
1. Receive a classmate’s paper from your professor.
2. Obtain the Peer Review Feedback Form from the course shell.
3. Comment on all criteria, noting strengths and / or areas for improvement on the feedback form.
4. Provide completed Peer Review Feedback Form and classmate’s paper as directed by your professor.
Note: On-ground students should submit the feedback form and paper to the professor during the class meeting in which the paper is reviewed; online students should submit the feedback form and paper to the professor via the "Easy Drop off/Pick up Zone" discussion thread and Peer Review Assignment link in the course shell.
As you read a classmate’s paper, address these criteria:
· Identify the course, assignment, and date.
· Provide positive feedback, where appropriate, on the criteria.
· Identify areas for improvement, where appropriate, and recommend improvements.
The specific course learning outcomes associated with this assignment are:
· Recognize the elements and correct use of a thesis statement.
· Recognize transitional words, phrases, and sentences.
· Identify effective sentence variety and word choice.
· Identify positive qualities and opportunities for improvement in writing samples.
· Analyze the rhetorical strategies of ethos, pathos, logos in writing samples and for incorporation into essays or presentations.
· Correct grammatical and stylistic errors consistent with Standard Written English
· Recognize how to organize ideas with transitional words, phrases, and sentences.
Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric.
Points: 50
Assignment: Peer Review
Criteria
Unacceptable
Below 60% F
Meets Minimum Expectations
60-69% D
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Identify the course, assignment, and date.
Weight: 10%
Did not submit or incompletely identified the course, assignment, and date.
Insufficiently identified the course, assignment, and date.
Partially identified the course, assignment, and date.
Satisfactorily identified the course, assignment, and date.
Thoroughly identified the course, assignment, and date.
2. Gi.
1. GRADE 8 WELLNESS
Wellness studies issues related to health and lifestyle focusing on four types of well-being; physical,
emotional, mental, and social. The degree to which these interrelated aspects are nurtured directly
influences our quality of life. This course investigates topics relevant to young adolescents in the areas
of personal safety, human development and sexuality. It seeks to provide information which will assist
them in making safe and healthy choices about relationships, both now and in the future. The major
topics of study this semester include:
Unit 1 Healthy Body - physical fitness, dangers of over commitment, nutrition and common eating
disorders.
Unit 2 Rights and Respect - mental illness, depression and stress management.
Unit 3 Substance Abuse - the physical and mental effects of alcohol and marijuana abuse, the legal
implications associated with drug use, peer pressure, refusal skill strategies, decision-making skills,
emergency response to alcohol abuse and basic first aid.
Unit 4 Sexual Health - the human reproductive system, fetal development, childbirth, teen pregnancy,
parenthood, contraception, rights of the individual, peer pressure, safe dating, abusive relationships,
decision-making skills and effective communication strategies.
In addition to talks, multi-media presentations, readings, projects and activities, classroom discussion
is an integral part of the course. Students are expected to follow the ground rules listed below:
Ground Rules
Respect the feelings/ideas of others
Refrain from discussing/questioning at a personal level
Everyone has the right to “pass” (not to answer any personal or embarrassing question)
Respect the confidentiality of any personal information students share in class
Course Requirements
Observe the Wellness ground rules at all times
Bring materials to class (clear file, spiral note book, pencil or pen, other items as requested by
the teacher)
Complete assignments/projects on time
Prepare for tests/quizzes/presentations
Assessment Categories
Achievement
Knowledge & Understanding (40%)
Transfer of Knowledge (40%)
Communication (20%)
Learning Habits
Organization
Engagement
Collaboration
2. Assessment Plan
Grade 8 Wellness Teachers
Ms Valerie Birchenall (Program Leader)
birchenallv@ismanila.org
Ms Carly Relf
relfc@ismanila.org
If you have any questions or concerns, please feel free to contact your child’s teacher or myself.
The telephone number for the Middle School office is 840 8550.
Acknowledgement
Please sign in the space provided below to show that you have read the course requirements for
Wellness 8 and have discussed them with your child.
Parent Signature __________________________ Date _____________________
Student’s Name _________________________________
Mrs Valerie Birchenall
Wellness Department Program Leader
birchenallv@ismanila.org
Summative Assessment Tasks Knowledge &
Understanding
(40%)
Transfer of
Learning
(40%)
Communication of
Learning
(20%)
Unit 1- Healthy Menu x x
Unit 1- A Time in the Life
(Eating Disorders)
x x x
Unit 1 Test x x
Unit 2- Myth vs Reality
(Depression)
x x
Unit 3- Anti Drug Booklet x X
X
x
Unit 3 Test x x
Unit 4 - Reproductive System
Quiz
x
Unit 4 - HIV Quiz x
Totals 6 5 4
