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Physical Education and Health Course Syllabus CHS Health & Physical Education Department

Contact Information: Parents may contact me by phone, email or visiting the school. Teacher: Mr. Ted Kobel Email Address: teddy.kobel@ccsd.us Phone Number: (740) 702-2287 ext.16248 Online: http://www.ccsd.us/1/Home Teacher Contact Websites/Social Media:

ted.kobel@students.ccsd.us CHS Vision Statement: Our vision is to be a caring learning center respected for its comprehensive excellence. CHS Mission Statement: Our mission is to prepare our students to serve their communities and to commit to life-long learning Course Description and Prerequisite(s) from Course Handbook: Physical Education - 700 State Course #080300 Prerequisite: None Required Option Grades: 9-12 Graded Conventionally Credit: 1/2 Physical Education is a fitness-based course based upon the components of fitness (muscular strength, muscular endurance, cardio-respiratory fitness, flexibility & body composition) with emphasis also on the skills of fitness (power, agility, stamina, balance, coordination & reaction time) and furthers lifetime/lifestyle activities instruction and practices for the purpose of lifetime wellness through regular physical activity participation. Instruction will include a variety of sport and sport like activities/gaming (net and target oriented) with emphasis on recreation/leisure participation(s). The course will have four distinct units of instruction centered around: Physical Activity & Skills of Fitness; Physically Active Lifestyle Habits of Mind; Workout Program(s) Exploration & Practice; (Personal Fitness Planning) Workout Designer/Development. Evaluation criteria will include (formative/summative) assessments along with the O.D.E. required check off physical activity evaluation, class attendance, and notebook/portfolio along with participation practices of learned concepts presented in the classroom instructional setting.

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Health – 702 State Course # 260101 Prerequisite: None Required Option Grade: 9-12 Graded Conventionally Credit: 1 The health course is aimed toward development of attitudes as well as knowledge and under-standing of health matters. Our main objective is to assist the student in gaining an intelligent understanding of the three areas of health in order to maintain good life long wellness and to apply this knowledge now and throughout life with a desire to achieve the highest degree of physical, social and mental fitness to prevent and reduce the risks of lifestyle diseases. Evaluation criteria will include (formative/summative) assessments, class attendance, class works and portfolio/notebook development. Learning Targets Per Unit: Defined below for clarity are the Unit Titles, Big Ideas of every Unit taught during this course, and the Essential Questions to be answered to better understand the Big Ideas. A student’s ability to grasp and answer the Essential Questions will define whether or not he or she adequately learns and can apply the skills found in Big Ideas. This will ultimately define whether or not a student scores well on assessments given for this course. (Teacher Note: The Ainsworth Model suggests 1-3 Big Ideas for each Unit and 1-3 essential questions per Big Idea. Each Unit will vary.)

1st or 3rd Quarter o Unit I Title: Your Health and Wellness – The Three Elements of Total Health

Big Idea #1: Three Elements of Total Health

Essential Question #1: List and describe the three elements that contribute to your total health. Why is it necessary to take into consideration all of these elements?

Essential Question #2: List the seven-lifestyle factors that help contribute to positive total health.

Essential Question #3: Identify four properties of a health literate person.

Big Idea #2: Influences on Your Health

Essential Question #1: List and describe the three influences that affect total health.

Essential Question #2: In your own words, define physical environment, social environment, and cultural environment.

Essential Question #3: Explain how peer pressure can be a positive or negative influence in your life. Why is it sometimes difficult to resist? Tell why it is important to resist the pressure to do something that is dangerous, unhealthy, or illegal.

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Big Idea #3: Taking Charge of Your Health

Essential Question #1: List the six categories of personal health risk factors that can negatively affect teenagers and young adults.

Essential Question #2: In detail, explain how protective factors can offset risks. Who/or what are those positive role models currently in your daily lives that challenge you to excel in all areas of total health?

Essential Question #3: Why might a teen that is informed about health not practice good health habits? Would the teen be considered health literate?

o Unit II Title: Making Healthful Choices Big Idea #1: Building Health Skills

Essential Question #1: Define health skills. List and describe the three health skills that lead to better and more informed health choices.

Essential Question #2: Social health skills consist of communication skills and refusal skills. List the four communication skills that lead to effective communication. List the five refusal skills that can help you refuse unhealthful behaviors.

Essential Question #3: Mental and emotional health skills consist of building self-esteem and stress management skills. List the two strategies for building or improving self-esteem. List the three stress management skills one may use when feeling overwhelmed when stress threatens.

Big Idea #2: Making Healthful Decisions

Essential Question #1: There are six basic steps in making an important decision. List and describe the six basic steps of the decision-making model. What are the benefits of practicing decision making?

Essential Question #2: Why are decision-making skills so vital, especially during the teen years?

Essential Question #3: Why are questions about consequences so important when using the decision-making process?

Big Idea #3: Goals and an Action Plan

Essential Question #1: Explain the difference between long-term and short-term goals, giving examples of each.

Essential Question #2: An Action Plan consists of six action-based steps that can help you accomplish your goals. List and describe the six steps of creating an Action Plan.

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Essential Question #3: When setting goals list and describe some additional pointers that can maximize your chances of success.

o Unit III Title: Physical Fitness and Your Health Big Idea #1: Physical Fitness and You – The Components of Fitness

Essential Question #1: Your level of physical fitness affects your physical, mental/emotional, and social health. Define physical fitness. List two benefits of being physically fit that positively affect each area of total health.

Essential Question #2: Having total fitness means achieving a healthy level in each of the five areas of the Components of Fitness. List and define the five Components of Fitness. List the tests that you would perform to measure each area of the Components of Fitness.

Essential Question #3: Sensible exercise is good for you. The more muscles and joints you work, the greater the total health gain. How would one improve their cardiorespiratory endurance? How would one improve their muscular strength, muscular endurance, and flexibility?

Big Idea #2: Basics of an Exercise Workout

Essential Question #1: Do you “keep meaning to get involved” in physical activity but somehow put if off? Why? Setting fitness goals can help by providing you with a plan for action. List and describe the five steps of creating a S.M.A.R.T. goal that can help you accomplish your goals.

Essential Question #2: Explain the principles of overload, progression, and specificity.

Essential Question #3: In order to derive maximum benefit from exercising, you need to include three basic stages. These are the warm-up, the workout, and the cool-down. Describe each one of these stages and the importance of each stage being included in each exercise session.

Big Idea #3: Physical Activity for Life – The Skills of Fitness

Essential Question #1: Define physical activity. How do lifestyle activities differ from sports activities?

Essential Question #2: List and define the six areas of skills-related fitness.

Essential Question #3: List the tests that you would perform to measure each area of skills-related fitness.

2nd or 4th Quarter o Unit IV Title: Nutrition and Your Health

Big Idea #1: Food in Your Life – Nutrients

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Essential Question #1: List and describe the factors that influence decisions that affect food choices.

Essential Question #2: List and describe the three nutrients that provide the body with energy.

Essential Question #3: Write a short paragraph that defines the terms vitamin and mineral and explain the chief importance to the body of these micronutrients.

Big Idea #2: Guidelines for a Healthful Eating Style

Essential Question #1: Name the six sections of the Food Guide Pyramid, and identify the recommended serving ranges.

Essential Question #2: Explain the importance of variety, moderation, and balance in your eating pattern?

Essential Question #3: What are some of the health problems that can arise from unhealthful eating patterns? How might you benefit if you improved your eating pattern?

Big Idea #3: Food and Your Health

Essential Question #1: Discuss the relationship between maintaining a healthy weight and energy balance.

Essential Question #2: List and describe the two main reasons why people might be obese or overweight.

Essential Question #3: Whether you need to lose, gain, or maintain weight, you need physical activity. How does physical activity promote healthy weight?

o Unit V Title: Your Mental and Emotional Health Big Idea #1: What is Mental Health?

Essential Question #1: Define mental health. Name three signs of positive mental health. Identify two “roadblocks” to positive mental health.

Essential Question #2: It is never too late to begin improving your self-esteem. List and describe the five health skills that promote a positive health image.

Essential Question #3: List three sources of feedback that can influence a person’s feelings of self-worth.

Big Idea #2: Your Needs, Your Personality

Essential Question #1: List and describe the theory underlying Maslow’s hierarchy of needs.

Essential Question #2: Define the word personality. What three influences affect the development of personality?

Essential Question #3: Define modeling and give one example. Big Idea #3: Understanding and Handling Emotions in Healthful Ways

Essential Question #1: Define the word emotion. List and describe three emotions that we experience nearly each day of our lives.

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Essential Question #2: Define the term defense mechanism. Name three negatives and three positive ways of handling anger.

Essential Question #3: Describe three traits of optimistic, resilient people.

o Unit VI Title: Building a Personal Fitness Plan Big Idea #1: Assess Your Fitness Level

Essential Question #1: List and define the five Components of Fitness. Describe ways you could assess your current fitness level in each area of the Components of Fitness.

Essential Question #2: Define resting heart rate. Describe how one would find their current resting heart rate. How could you use your resting heart rate to assess your fitness level?

Essential Question #3: Define target heart rate. List and describe the six steps needed to find your target heart rate.

Big Idea #2: Creating Goals and Planning a Personal Fitness Plan

Essential Question #1: When building a personal fitness plan it is essential to consider your fitness goals. List and describe the six steps of creating an Action Plan that will help you achieve your fitness goals.

Essential Question #2: When planning a personal fitness plan, choose activities that you enjoy and that you can realistically do. List and describe the personal factors that can affect your choice of physical activities.

Essential Question #3: Teens should aim to get at least 60 minutes of physical activity most days. List and describe the various types of physical activities that one can include in a personal fitness plan.

Big Idea #3: Creating a Cardio Plan, Training for Strength, and Adding Stretching and Flexibility Exercises to a Personal Fitness Plan

Essential Question #1: Define aerobic exercise. List 3-4 activities that are considered aerobic activities that will help improve cardiorespiratory endurance.

Essential Question #2: Define anaerobic exercise. List 3-4 activities that are considered anaerobic activities that will help improve muscular strength and muscular endurance.

Essential Question #3: Flexibility often gets a backseat in exercise programs. Still, you should be sure to add basic stretches to your program. Define flexibility. List 3-4 stretches that will help improve flexibility.

END OF COURSE EXAM

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Course Material:

Google Chromebook

Textbook: Glencoe Health

Electronic Resources: o Google Classroom o Student Gmail o Websites (www.webmd.com) (www.glencoe.com) (www.exrx.net)

T-Shirt/Sweat Shirt* Shorts/Sweat Pants* o * = preferred BUT optional

Tennis Shoes (boots will not be allowed on the gym/sandals will not be allowed in the weight room)

3-ring binder folder for notebook (required)

Pen/pencil paper Course Expectations: Take good care of all health class facilities and physical education equipment at all times. Be respectful to the instructor and class participants. Have a positive attitude, exemplify character, be on time, and do not use inappropriate language. Any student who disobeys rules established in the Student Handbook throughout the course will be subject to disciplinary action. Grading: Unit Exams 50% Assessments (Including: Quizzes, Essays, Labs, and Projects) 30% Class work/Homework 20%

End of Course Exam is 20% of a student’s final grade.

Grading Scale: The grading scale for Chillicothe High School can be found in the student handbook or online at http://www.chillicothe.k12.oh.us/1/Content2/studenthandboook Late Work: Late work will be subject to the board adopted policy on assignments that are turned in late (to be reviewed in class). Information can be viewed on-line at http://www.chillicothe.k12.oh.us/1/Content2/studenthandboook CHS TENTATIVE Course Schedule This is an overview of what will be covered in this course at CHS for this school year. Although, I would like to follow this plan verbatim this years’ tentative schedule is subject to change (at the teachers’ discretion). 1st or 3rd 9 Weeks: Week 1: Beginning of the Year Pre-Assessment Exam Unit I Title: Your Health and Wellness – The Three Elements of Total Health Week 1: Three Elements of Total Health

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Formative Assessment Week 2: Influences on Your Health

Formative Assessment Week 3: Taking Charge of Your Health

Unit I Summative Assessment Unit II Title: Making Healthful Choices Week 3: Building Health Skills

Formative Assessment Week 4: Making Healthful Decisions

Formative Assessment Weeks 5-6: Goals and an Action Plan

Unit II Summative Assessment Unit III Title: Physical Fitness and Your Health Week 7: Physical Fitness and You – The Components of Fitness

Formative Assessment Weeks 7-8: Basics of an Exercise Workout

Formative Assessment Weeks 8-9: Physical Activity for Life – The Skills of Fitness

Unit III Summative Assessment 2nd or 4th 9 Weeks: Unit IV Title: Nutrition and Your Health Week 1: Course Syllabus and Expectations Week 1-2: Food in Your Life – Nutrients

Formative Assessment Week 2-3: Guidelines for a Healthful Eating Style

Formative Assessment Week 4: Food and Your Health

Unit IV Summative Assessment Unit V Title: Your Mental and Emotional Health Week 4: What is Mental Health

Formative Assessment Week 5: Your Needs, Your Personality

Formative Assessment Week 6: Understanding and Handling Emotions in Healthful Ways

Unit V Summative Assessment Unit VI Title: Building a Personal Fitness Plan Week 7: Assess Your Fitness Level Week 8: Creating Goals and Planning a Personal Fitness Plan Week 9: Creating a Cardio Plan, Training for Strength, and Adding Stretching and Flexibility Exercises to a Personal Fitness Plan

Unit VI Summative Assessment END OF COURSE EXAM

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Health/Physical Education Couse Outline

1st/3rd Nine Weeks Unit One: Your Health and Wellness

Weeks 1-3: What is Total Health? o Course Pre-Assessment o What is Health? (pgs. 4-10)

Defining Health (pgs. 4-5) The Three Elements of Total Health (pgs. 5-7)

Your Health Triangle (pg. 7)

The Health Continuum (pg. 7) Promoting Your Health (pgs. 8-9)

Lifestyle Factors (pg. 8) The Importance of Health Education (pgs. 9-10)

Being Health Literate (pg. 10) o Formative Assessment #1 o Influences on Your Health (pgs. 11-16)

Heredity (pg. 11) Environment (pgs. 11-15)

Physical (pg. 12)

Social (pg. 14)

Cultural (pgs. 15-16) Behavior (pgs. 15-16)

o Taking Charge of Your Health (pgs. 17-21) Taking Responsibility for Your Health (pgs. 17-21)

Risk Factors and Teens/Examining Your Habits and Other Behaviors (pgs. 17-18)

Cumulative Risks (pg. 18)

Taking Responsibility for the Health of Others (pg. 20)

Protective Factors (pgs. 20-21) Abstinence and Your Health (pg. 21)

o Formative Assessment #2 o Unit One Summative Exam

Unit Two: Making Healthful Choices

Weeks 4-6: Building Health Skills o What Are Health Skills? (pgs. 28-33)

Social Health Skills (pgs. 28-30)

Communication Skills (pg. 29)

Refusal Skills (pgs. 29-30) Mental and Emotional Health Skills (pgs. 30-31)

Building Self-Esteem (pgs. 30-31)

Stress Management Skills (pg. 31)

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Total Health Skills (pgs. 32-33)

Accessing Reliable Information (pg. 32)

Getting Help (pg. 33) o Formative Assessment #1 o Making Healthful Decisions (pgs. 34-36)

Making Responsible Decisions (pgs. 34-36)

The Decision-Making Model (pg. 35) o Setting Goals (pgs. 36-39)

Kinds of Goals (pg. 37) Goals and an Action Plan (pg. 38) Other Guidelines for Setting Goals (pgs. 37-39)

o Formative Assessment #2 o Chris Herren Documentary – Unguarded o Unit Two Summative Exam

Unit Three: Physical Fitness and Your Health

Weeks 7-9: Components of Fitnand Skills of Fitness o What is Physical Fitness? (Pg. 46)

Benefits of Physical Fitness (pgs. 46-47)

Physical Health (pg. 47)

Mental/Emotional Health (pg. 47)

Social Health (pg. 47) Basic Components of Physical Fitness (pgs. 47-52)

Defining the Components of Fitness (pgs. 47-48)

Measuring the Components of Fitness (pgs. 48-52) Improving Your Health-Related Fitness (pgs. 56-58)

Improving Cardiorespiratory Endurance (pg. 57)

Improving Muscular Strength, Endurance, and Flexibility (pg. 58)

o Basics of an Exercise Workout (pgs. 60-64) Setting Fitness Goals

S.M.A.R.T. Goal The Activity Triangle (pg. 61) Selecting the Right Activity (pg. 62) Basics of an Exercise Workout (pgs. 62-64)

Overload, Progression, and Specificity (pgs. 62-63)

The Warm-up, the Workout (F.I.T. formula), and the Cool-Down (pgs. 63-64)

o Formative Assessment #1 o Physical Activity and Skills-Related Fitness (pgs. 72-78)

Choices for Physical Activity (pgs. 72-73)

Lifestyle Activities (pgs. 72-73)

Sports Activities (pg. 73) Skills-Related Fitness (pgs. 73-78)

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Defining the Skills of Fitness (pgs. 73-74)

Measuring the Skills of Fitness (pgs. 74-78) o Formative Assessment #2 o Unit Three Summative Exam

2nd/4th Nine Weeks Unit Four: Nutrition and Your Health

Weeks 1-3: Guidelines for a Healthful Eating Style o Food in Your Life (pgs. 96-100)

Why Do You Eat? (Pg. 96) Your Body’s Physical Need for Food (pg. 97) Your Mind’s Desire for Food (pgs. 97-99)

Your Environment (pgs. 97-99)

Your Emotions (pg. 99) Nutrition Throughout Your Life (pg. 100)

o Nutrients: Carbohydrates, Proteins, and Fats (pgs. 101-106) Carbohydrates (pgs. 101-103)

Simple Carbohydrates (pg. 102)

Complex Carbohydrates (pg. 102)

The Role of Carbohydrates (pgs. 102-103)

Fiber (pg. 103) Proteins (pgs. 103-104)

The Role of Proteins (pg. 104) Fats (pgs. 105-106)

Saturated Fats (pg. 105)

Unsaturated Fats (pg. 105)

The Role of Fats (pgs. 105-106)

Cholesterol (pg. 106) o Nutrients: Vitamins, Minerals, and Water (pgs. 107-111)

Vitamins (pgs. 107-109)

Water-Soluble Vitamins (pgs. 107-108)

Fat-Soluble Vitamins (pgs. 108-109) Minerals (pgs. 109-110) Water (pg. 111)

o Formative Assessment #1 o Guidelines for a Healthful Eating Style (pgs. 112-120)

Dietary Guidelines for Americans (pgs. 112-118)

Eat a Variety of Foods (pg. 113) o The Food Guide Pyramid (pgs. 113-115)

Choose Plenty of Grain Products, Vegetables, and Fruits (pg. 115)

Choose an Eating Style Low in Fat, Saturated Fat, and Cholesterol (pgs. 115-117)

Choose an Eating Style Moderate in Sugars (pg. 117)

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Balance the Foods You Eat with Physical Activity (pg. 113) Healthful Eating Patterns (pgs. 118-120)

Breakfast (pg. 119)

Lunch and Dinner (pg. 120)

Building Health Skills – Setting Goals: Improving Your Snacking Habits (pg. 118)

o Formative Assessment #2 o Managing Your Weight (pgs. 132-138)

Calorie Basics (pgs. 132-133)

Calories to Burn (pg. 133)

Balancing the Energy Equation (pg. 133) Weight Problems: Risky Business (pgs. 133-135)

Body Fat versus Body Weight (pgs. 133-134)

Obesity: A Hazard to Health (pg. 134) Managing Body Weight (pgs. 135-138)

Determining a Healthy Weight – Measuring BMI (pg. 135)

Starting a Weight-Control Plan (pgs. 136-137)

Smart Weight-Loss Strategies (pg. 137)

Smart Weight-Gain Strategies (pg. 137)

Physical Activity and Weight Management (pg. 138) o Unit Four Summative Exam

Unit Five: Your Mental and Emotional Health

Weeks 4-6: Mental and Emotional Health o What is Mental Health? (Pgs. 186-190)

Your Mental Health (pgs. 186-188)

Assessing Your Mental Fitness (pgs. 187-188)

Roadblocks to Mental Health (pg. 188) Self-Esteem and Your Mental Health (pgs. 189-190)

The Role of Positive and Negative Feedback (pgs. 189-190)

Self-Talk (pg. 190) o Formative Assessment #1 o Your Needs, Your Personality (pgs. 191-194)

A Pyramid of Needs – Maslow’s Hierarchy of Needs (pgs. 191-194)

Physical Needs (pg. 192)

Emotional Needs (pg. 192)

Aesthetic Needs (pgs. 192-193)

Self-Fulfilling Needs (pgs. 193-194) Understanding Your Personality (pg.194)

Defining Personality (pg. 194) Foundations of Personality (pgs. 195-196)

o Formative Assessment #2 o Understanding Your Emotions (pgs. 197-201)

Identifying Emotions (pgs. 198-201)

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Love (pg. 199)

Empathy (pg. 199)

Fear (pgs. 199-200)

Anger (pg. 200)

Guilt (pg. 201) Emotions and Adolescence (pg. 201)

o Handling Emotions in Healthful Ways (pgs. 202-207) Positive Ways of Dealing with Emotions (pgs. 202-203) Dealing Healthfully with Emotions (pgs. 203-206)

Defense Mechanisms (pg. 204)

Handling Fear (pg. 204)

Handling Anger (pgs. 204-205)

Dealing with Guilt (pg. 205) Qualities that Can Foster Emotional Health (pgs. 206-207)

Your Outlook on Life (pg. 207)

Resiliency (pg. 207) o Unit Five: Summative Exam

Unit Six: Building a Personal Fitness Plan

Weeks 7-9: Planning a Personal Activity Program o Great websites to visit to help teach Unit Six – Building a Personal Fitness

Plan include: Fitness Program – Five Steps to Get Started:

http://www.mayoclinic.org/healthy-lifestyle/fitness/in-depth/fitness/art-20048269

How to Create a Personal Fitness Plan: http://m.wikihow.com/Create-a-Personal-Fitness-Plan

o Assessing and Improving Your Fitness (pgs. 324-327 in red textbook) Review the Components of Fitness (pgs. 324-325 in red textbook) Review Evaluating Your Fitness (pgs. 325-327 in red textbook)

o Tracking Your Progress (pgs. 329; 336) Resting Heart Rate (pg. 336 in red textbook) Target Heart Rate (pg. 329 in red textbook)

o Formative Assessment #1 o Setting Goals (pgs. 36-39)

Kinds of Goals (pg. 37) Goals and an Action Plan (pg. 38) Other Guidelines for Setting Goals (pgs. 37-39)

o Planning a Personal Fitness Plan (pgs. 331-333 in red textbook) Personal Needs (pg. 332 in red textbook) Types of Activities (pgs. 332-333 in red textbook)

o Improving Your Fitness (pgs. 327-330 in red textbook) Getting Fit (pgs. 327-330 in red textbook)

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Aerobic Exercise and Improving Cardiorespiratory Endurance (pgs. 327-328 in red textbook)

Anaerobic Exercise and Improving Muscular Strength and Endurance (pgs. 327-329 in red textbook)

Improving Flexibility (pg. 330 in red textbook) o Formative Assessment #2 o Unit Six: Summative Exam o Course Post-Test

Performance Based Section: Writing Assignments/Exams/Presentations/Technology One or more of the End of Unit Exams may be Performance Based. According to the Ohio Department of Education, “Performance Based Assessments (PBA) provides authentic ways for students to demonstrate and apply their understanding of the content and skills within the standards. The performance based assessments will provide formative and summative information to inform instructional decision-making and help students move forward on their trajectory of learning.” Some examples of Performance Based Assessments include but are not limited to portfolios, experiments, group projects, demonstrations, essays, and presentations.

CHS Physical Education and Health Course Syllabus After you have reviewed the preceding packet of information with your parent(s) or guardian(s), please sign this sheet and return it to me so that I can verify you understand what I expect out of each and every one of my students. Student Name (please print): ______________________________________________ Student Signature: ______________________________________________________ Parent/Guardian Name (please print): _______________________________________ Parent/Guardian Signature: _______________________________________________

Date: ________________________________________________________________ ________________________________________________________________________

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CHS Student Proposal Form

Chillicothe High School Credit Flexibility Program

Student Proposal Form/Credit Flexibility Credit Contract

Student Name: __ ___________

Grade: ____ GPA: _______ Date: ________

Course Title: PHYSICAL EDUCATION

Start Date: SEMESTER 1 2016 AND OR SEMESTER 2 2017 End Date: SEMESTER 1 OR SEMESTER TWO

Credit: Semester

Reason for pursuing the Credit Flex Program for this course:

In an attempt to better provide educational quality and lifetime skills for overall wellness and lifestyle disease

prevention, all students will be gaining a (PE) “duel” credit while taking Health Education for a semester. The

Health mandated curriculum has a fitness for life component which will be the key area of focus for our PE

infusion for all health students. During a semester of health and the six health units of study students will gain

personal fitness knowledge, skills and laboratory experiences directly tied to all three elements of total

health/wellness that will allow them to put into practical fitness life applications consistently for improved

lifelong health/wellness.

DUEL CREDIT BENEFITS:

The health course is aimed toward development of attitudes as well as knowledge

and understanding of health matters. Our main objective is to assist the student in gaining

an intelligent understanding of the three areas of health in order to maintain good life

long wellness and to apply this knowledge now and throughout life with a desire to

achieve the highest degree of physical, social and mental fitness to prevent and reduce the

risks of lifestyle diseases. Laboratory of physical activity experience(s) will be part of

each unit with focus on fitness for life. Through this medium of physical experiences, we

introduce students to new physical activities, develop life activity skills, acquire

knowledge and understanding and to develop necessary social/mental concepts.

Students will have two days of classroom academic learning experiences and two

days of laboratory fitness experiences. In a typical five day week Friday will be a

collaborative activity day with both instructors and classes together to enhance the weeks

learning experiences as well as for the assessment piece.

The Credit Flex Program Option I am choosing is (Please check one):

__________ A. Test Out Option

__________ B. On-line Course Option

X * C. Educational Options Option (Health Course w/Duel PE Credit)

If an off-site instruction provider (internship, service learning, or work program) is involved, include an acceptance

letter from

the provider, list the location (address), phone number, and name of the individual at the off-site place in charge of your

internship/work study program.

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________________________________________________________________________________________________

___

Clearly and thoroughly explain your proposed course of study in a separate document (the CHS Credit Flexibility

Student

Proposal Packet). Be sure to attach the document to this Student Proposal Packet and be sure to address the following

questions

in your proposal:

1. What are the goals and/or objectives that you want to learn?

2. How are these goals and/or objectives directly tied to all the state standards? www.ode.state.oh.us

3. What activities will be completed to support your learning (use the course syllabus to guide you)?

4. What will be your preferred method of assessment (use the course syllabus to guide you)?

5. How do you propose showing mastery of your topic?

6. Explain how your choice of assessment will be aligned to Ohio’s Academic Content Standards.

7. Outline your timeline of study for this course (need graded at each quarter, semester, and end of the year

final). Be

sure to include start date, activity dates, measurement dates, and final presentation dates.

Student Signature: __________________________________________ Date: _______________________

Parent Signature: ___________________________________________ Date: _______________________

HS Principal Signature: ______________________________________ Date: _______________________

HS Guidance Counselor Signature: _____________________________ Date: _______________________

Department Chair: __________________________________________ Date: _______________________

Teacher of Record: KOBEL OR HUFFER (circle one) Date: _______________________

CHS Credit Flexibility Program

Chillicothe High School Credit Flexibility Program

Student Proposal Outline

Credit Flexibility is an opportunity for students to earn high school credit. All students

should

spend time discussing this Credit Flexibility option with their parents/guardian, high

school

principal, guidance counselor, and teachers/mentors. Please thoroughly and thoughtfully

answer

the following questions.

1. What is my purpose in pursuing a Credit Flexibility class and how does it relate to my

future

goals? What requirement does it fulfill towards graduation from CHS? DUEL CREDIT

FOR PE FOR ALL HEALTH STUDENTS DURING HEALTH EDUCATION

COURSE.

A laboratory of physical activity experience(s). Through this medium of physical

experiences during health education classes, we introduce students to new physical

activities, develop life activity skills, acquire knowledge and understanding and to

develop necessary social/emotional/mental health elemental concepts concepts.

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Activities at the high school have been geared towards lifestyle physical activities

(fitness for life) while still providing recreational sport like lifetime activities as well.

Activities can be carried on into life, enabling the student to participate in these activities

during leisure time for health & recreation purposes all along while supporting better

health/wellness in their life.

2. Am I ready for this class? What prerequisites do I have to have that prepare me to take

this

course? What grades did I earn in the required prerequisite courses? YES – BY BEING

A HIGH SCHOOL STUDENT, I HAVE HAD EXPERIENCES IN JR. HIGH TO

PREPARE ME FOR THIS DUEL CREDIT OPTION. THE INSTRUCTION OF

HEALTH EDUCATION DURING THE SEMESTER WILL PREPARE ME FOR THE

LEARNING AND THE LABORATORY EXPERIENCES I WILL BE GUIDED

THROUGH, I WILL BE ABLE TO APPLY THROUGHOUT MY LIFE DUE TO MY

HEALTH EDUCATION EXPERIENCES.

3. What standards (both Ohio Academic Content Standards and skills) do I need to show

mastery of for this course? (Find Ohio Academic Content Standards at

www.ode.state.oh.us)

NOT THE HEALTH EDUCATION SYLLABUS AND SPECIFICALLY UNITS 1, 3, 4

AND 6 DIRECTLY. THE PBA PORTIONS OF THE HEALTH COURSE MEET ALL

EXPECTATIONS FOR HIGH SCHOOLS IN OHIO WITH PHYSICAL EDUCATION

CURRICULUM.

Standard 3 Participates regularly in physical activity.

Grade Bands: 9-12

Benchmark A Benchmark A: Engage in regular physical activity inside and outside of school to

meet national recommendations for daily physical activity

Benchmark B: Create and monitor a personal plan for physical activity

Standard 4

Achieves and maintains a health-enhancing level of physical fitness

Grade Band: 9-12

Benchmark A

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Benchmark A: Meet or exceed criterion-referenced health-related physical fitness

standards.

Benchmark B: Understand the principles, components and practices of health-related

physical fitness.

Standard 5

Exhibits responsible personal behavior and social behavior that respects self

and others in physical activity settings.

Grade Band: 9-12

Benchmarks A and B

Benchmark A: Demonstrate leadership by holding self and others responsible for

following safe practices, rules, procedures and etiquette in physical

activity settings.

Benchmark B: Initiate responsible personal social behavior and positively influence the

behavior of others in physical activity settings.

. Standard 6

Values physical activity for health, enjoyment, challenge, self-expression

and/or social interaction.

Grade Band 9-12

Benchmarks A and B

Benchmark A: Use physical activity to promote personal growth, goal-setting and

enjoyment.

Benchmark B: Pursue physical activities that promote self-expression and provide

opportunities for social and group interaction.

4. What skills do I need to demonstrate and master in order to achieve credit for the

course I

am pursuing through Credit Flexibility? How do I plan to show mastery of this subject

area

(e.g. test, quizzes, essays, project, presentations)?

STANDARD 3 Physical Activity Plan

Based on the data collected from Benchmark A, for Benchmark B students will

develop and implement a one-week plan to address their physical activity goals.

The plan will include details of:

Physical activity goals;

Specific daily physical activities to accomplish the goals;

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Written evaluation of two community fitness/recreational opportunities for

accessibility, affordability, quality of facilities and staffing;

Written evaluation of how well the plan helped meet the physical activity goals.

STANDARD 3 Physical Activity Recall

Students will recall the amount of physical activity completed over the course of a

seven-day week (including weekends). Each student receives a copy of the

physical activity pyramid worksheet. Students will refer to the pyramid to identify

possible physical activities.

Task 1: Within the pyramid, the student will identify the different types of

activities completed. Check the box (es) for the day of the week the student

participated in the type of activity.

Task 2: On the table below the pyramid, students will identify the intensity level

of the daily physical activities. In each block, students will record an L, M or V

representing the intensity (Light, Moderate or Vigorous) of the activity. Each

block represents 10 minutes of physical activity. For example, a student went for

a 20-minute jog on Tuesday. The student will place a V in two boxes to represent

20 minutes of vigorous physical activity. Physical activity can be accumulated

both in-school and after-school.

The task could be completed:

1. As a class activity in Physical Education.

2. As a take-home activity to be returned with a parent/guardian signature.

3. As a classroom activity to be monitored by the classroom teacher.

Goals specified in the physical activity are to:

1. Cut down on sedentary behaviors such as watching TV and playing

computer games for more than 30 minutes (0 days of the week).

2. Engage in leisure/playtime and strength/flexibility activities on two to

three days of the week.

3. Engage in aerobic and recreational activities on four to five days of the

week.

4. Engage in healthy daily activities (e.g., taking stairs, dog walking) on

every day of the week).

STANDARD 4 FITNESS ASSESSING FOR PLANNING FITNESS

The Ohio Health-Related Fitness Assessment is designed to meet three distinct

purposes. First, the assessment provides students, teachers and parents/guardians

with information regarding the student’s current fitness status. Fitness information

can be used as the basis for designing and individualized fitness program for each

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student. Second, the assessment provides information for program evaluation. A

teacher can determine the number of students who meet or exceed the Health

Fitness Zone (HFZ), adjust the curriculum, if needed, and encourage

improvement for students at the lower end of the HFZ. Third, the assessment

provides information for statewide monitoring of fitness levels of Ohio students at

grade bands 3-5, 6-8, and 9-12.

The health-related fitness components to be assessed are aerobic/cardio-

respiratory capacity, muscular strength and endurance upper body, muscular

strength and endurance abdominals, and flexibility. These health-related fitness

components are identified as the required components to assess student

achievement of Standard 4, Benchmark A Criterion-referenced fitness

assessments compare student scores to a set standard of health-related fitness that

indicates a level of fitness necessary for good health regardless of other students’

scores (NASPE, 2010).

The student will develop a personal fitness portfolio that contains:

Fitness assessment results

A personal fitness plan that includes:

Evaluated results of fitness assessment and a developed

comprehensive fitness program.

Goals for improving and/or maintaining fitness levels.

Health-related fitness activities to improve or maintain body

composition, cardio-vascular endurance, flexibility, muscular

strength and muscular endurance. These activities should include

options for both inside and outside of the physical education

classroom.

Application of specificity, overload and progression as it applies to

the development and maintenance of health-related fitness.

Application of the FITT principles to the chosen physical activities

for each component of health-related fitness.

STANDARD 6

Each student develops a marketing campaign for physical activity for his or

her favorite activity. The marketing campaign could include a letter, poster, video

or another acceptable method to communicate the importance, benefits and

factors that lead to the enjoyment of the activity. The goal of the project is to

motivate and encourage others to engage in physical activity or a specific physical

activity outside of school. The marketing campaign should identify the potential

for social interaction and self-expression.

5. What methods will be used to assess my Credit Flexibility plan? How often should I be

assessed?

SEE COURSE SYLLABUS FOR CCSD AND COURSE GRADING

EXPECTATIONS.

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Chillicothe High School Credit Flexibility Program

Student Proposal Outline

This Credit Flexibility Plan is intended for credit in the following course:

________________________________________________________________________

Students who choose one of the Credit Flexibility Options at Chillicothe High School

will use

this document to propose and plan their activities; account for their progress toward their

goal;

illustrate their preparation for any major course requirements; and account for learning

objects,

state content standards, and assessment practices for the Credit Flexibility course.

Use the space below to design a proposal/plan for your Credit Flexibility Course

Topic: PHYSICAL EDUCATION

Goals: FITNESS FOR LIFE

Simple Description of the Course: DUEL CREDIT WHILE STUDYING HEALTH TO

PROMOTE WELLNESS AND LIESTYLE DISEASES PREVENTION THROUGH

PHYSICAL FITNESS.

Simple Description of the Proposed Assessment Tools to be used for this Course (e.g.

test,

quizzes, essays, project, presentations):

REFER TO THE HEALTH COURSE SYLLABUS FOR THE TRADITONAL

ACADEMIC ASSESSING AND ALSO THE PERFORMANCE BASED PROJECT

PORTION OF THE DUEL CREDIT COURSE.

Open-Ended Questions to Guide Research, Studying, and Course Objectives: REFER TO

UNITS 1, 3, 4 AND 6 DIRECTLY AND THE ESSENTIAL QUESTIONS OF FOCUS

FOR THE THREE BIG IDEAS FOR EACH OF THE IDENTIFIED UNITS.

Resources Needed to Complete the Course: REFER TO THE SYLLABUS AND

IDENTIFIED MATERIALS/RESOURCES FOR THE COURSE.

List the Ohio Academic Content Standards will you master by completing the work in

this course (find Academic Content Standards at www.ode.state.oh.us) and the

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projects/assessments that will allow you to show the Teacher of Record your mastery of

the content standards:

Standard 3

Participates regularly in physical activity.

Standard 4

Achieves and maintains a health-enhancing level of physical fitness

Standard 5

Exhibits responsible personal behavior and social behavior that respects self

and others in physical activity settings.

Standard 6

Values physical activity for health, enjoyment, challenge, self-expression

and/or social interaction.

Chillicothe High School Credit Flexibility Program

Student Proposal Timeline

The space below is reserved for your specific schedule of how you will proceed

throughout your proposed CHS Credit Flexibility Course. Essentially, you are creating a

detailed timeline that will help you stay on schedule to complete your work. Include all

places you intend to go; who you would like to interview or anyone form whom you will

request information from; what books you will read; articles you will read and utilize;

projects/presentations you will complete; essays you will write; tests, quizzes, and/or

exams you will complete; and what you plan to accomplish at specific intervals.

Note: This is your plan/timeline; therefore, if accepted by the CHS Credit

Flexibility Panel you will be held to the plan/timeline you propose.

If you do not hold to your plan/timeline you can/will be removed from the CHS

Credit Flexibility Program and placed back into regular education classes at CHS

where you will be expected to make up work and information missed during your

failed attempt at the CHS Credit Flexibility Program.

**SYLLABUS OUTLINE AND UNITS OF STUDY CLEARLY IDENTFY

ASIGNMENTS AND DUE DATES.**

Assignment Date of Completion Quarter of Completion