Class Description for 6th Grade Health
Welcome to Conestoga Middle School Health Class.
Joy Dorsey
X 5623
Every student at Conestoga Middle School is scheduled for nine weeks of health each year.
During the school year, students attend health for three-week intervals in lieu of PE. The
ultimate goal for each course of health is to encourage the following components: enhancing
health behaviors, promoting health literacy, preventing disease, and reducing health related
risk behaviors. As a health educator, I strive to create a classroom environment that is
dynamic, challenging, and conducive to the development and practice of life skills. I strongly
encourage each student to share the information they receive in class with their families. A
copy of the course outline (in the order in which the units will be taught) has been provided
to keep you updated on the information that will be covered throughout the health course.
Michael Hall
X 5625
Academic Learning Targets for 6th Grade Health: Learning Targets have been
Voicemail #:
(503) 356-2580
Teacher:
Email Address:
Joy_dorsey@beav
erton.k12.or.us
Michael_hall@bea
verton.k12.or.us
developed for every subject/class for the 6th, 7th and 8th grades. Targets are intended to
clearly identify and align the expected learning. These targets are consistent across all 8 of
the Beaverton middle schools. Literacy Learning Targets have also been developed, and are
always part of what I teach. These Targets can be found on our school's website and are not
included in the list below.
Health Education Standards KEY:
CC=Concepts
SM=Self-Management
DM=Decision Making
AV=Advocacy
AI=Accessing Information
INF=Analyzing Influences
GS=Goal Setting
IC=Interpersonal
Communication
Healthy Eating:
• Explain the importance of variety and moderation in food selection and consumption in relationship to a healthy
weight (CC).
• Compare and contrast the food groups, nutrients, and serving size in USDA recommended guidelines (CC).
• Conduct a personal dietary assessment using USDA guidelines (SM).
• Identify the impact that nutrition has on chronic disease (CC).
• Differentiate between diets that are health promoting and harmful (INF).
Mental, Social, & Emotional Health:
District Goal for
2010-15:
All students will
show continuous
progress toward
their personal
learning goals,
developed in
collaboration with
teachers and
parents, and will
be prepared for
post-secondary
education and
career success.
•
•
•
•
•
•
•
Identify school, home and community resources for mental and emotional health concerns (AI).
Explain pro-social behaviors (e.g. helping others, being respectful of others, cooperation, consideration, etc.) (CC).
Explain how to build and maintain healthy family and peer relationships (CC).
Identify qualities that contribute to a positive self-image (CC).
Demonstrate effective ways to promote respect for self and others (SM).
Set goals around increasing positive self-image (GS).
Identify personal stressors at home, in school and with peers (CC).
Alcohol, Tobacco, and Other Drugs:
• Describe the benefits of a tobacco and drug-free environment (CC).
• Use a refusal skill model to avoid or refuse addictive substances (IC).
• Identify influences that encourage young people to abstain from ATOD use (INF).
• Explain why most youth do not use ATOD (CC).
• Identify places at school, in the home and community that provide support to those affected by ATOD addiction
(AI).
• Identify the effects of ATOD use on athletic performance (CC).
Violence Prevention:
• Practice and use a variety of clear communication skills and peer resistance skills to avoid violent situations (IC).
• Advocate for the promotion of respect and empathy for individual differences (AV).
Academic Learning Targets for 6th Grade Health Continued:
Unintentional Injury Prevention:
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•
•
•
•
•
•
Explain ways to reduce the risk of injuries while traveling in the community. (CC)
Explain ways to reduce the risk of injuries in and around water. (CC)
Explain ways to prevent fi res and reduce risk of injuries in case of fi re. (CC)
Identify rules and laws intended to prevent injuries. (AI)
Demonstrate personal responsibility to follow safety-related laws. (SM)
Use the decision-making process to use safety practices in and around motorized vehicles
including use of seat belts and helmets. (DM)
Sexual Health:
• Identify how emotions change during adolescence (CC).
• Compare physical, social, and emotional changes that occur during puberty in males and females (CC).
• Explain the menstrual cycle and its relationship to conception and pregnancy (CC).
• Describe the personal health care practices that prevent the spread of communicable disease, including
HIV/AIDS and Hepatitis B and C (CC).
Grading Policy:
A standards based grading system will be used to determine the level and depth of a student's
Health knowledge and skills. This grading system will provide students and their families with
more detailed information regarding the progress their student is making in my class. Students
will be given multiple opportunities throughout the year to demonstrate their level of proficiency
in Health.
Rubrics:
To improve a student's proficiency or mastery of the learning, a rubric will be used
to judge student progress and to provide feedback on the assigned learning targets. Additional
information on the Health Learning Targets and Rubrics can be accessed on Conestoga's website.
Grading Principles:
District Goal for
2010-15:
All students will
show continuous
progress toward
their personal
learning goals,
developed in
collaboration with
teachers and
parents, and will
be prepared for
post-secondary
education and
career success.
1. The purpose of grades is to communicate student learning.
A student’s final grade will be based on summary judgments of the learning targets. It
is not possible to solely use an average to determine a grade using this model. In some
cases, the median or the mode will be the best measure of center to represent your
child’s progress. Principles of statistics will be used to make this decision.
2. Grades should reflect the current level of achievement.
The most recent evidence of student achievement on the learning targets will be used in
calculating summary judgments. As students grow in their understanding of the learning
target, it is expected that their scores will increase, as multiple opportunities are given
to demonstrate understanding. As more recent evidence shows understanding, earlier
evidence may have less impact in the summary judgments.
3. One assessment may be weighted more than another.
Some assessments may deserve greater weight than others in calculating the final
grade. Performance assessments (end of unit assessments, unit quizzes, etc.) will be
weighted more than skill assessments (assignments leading up to the performance
assessments). Again, principles of statistics and the teacher’s professional judgment will
be used to make these decisions.
Beaverton School District Behavior Learning Targets: Students will
receive a score for each the learning targets listed using the rubric below:
1.
BLT 1 Manage Responsibilities: I can manage my responsibilities as a
student.
2. BLT 2 Self-Directed Learning: I can self-direct my learning
3. BLT 3 Classroom Interactions: I can effectively communicate and work
effectively within a team or group.ng: I can self-direct my learning.
Rarely (R)
Generally (G)
I rarely manage my
responsibilities as a
student.
I generally manage my
responsibilities as a
student.
I rarely monitor,
evaluate, and direct my
learning.
I generally monitor,
evaluate, and direct my
learning.
I rarely clearly
communicate and work
effectively within a team
or group.
I generally clearly
communicate and work
effectively within a team
or group.
Consistently &
Independently (CI)
I consistently and
independently manage my
responsibilities as a
student.
I consistently and
independently monitor,
evaluate, and direct my
learning.
I consistently and
independently clearly
communicate and
consistently work
effectively within a team
or group.
Personal Management: This is what I expect of all students.
1.
2.
3.
4.
District Goal for
2010-15:
All students will
show continuous
progress toward
their personal
learning goals,
developed in
collaboration with
teachers and
parents, and will
be prepared for
post-secondary
education and
career success.
Participate cooperatively and productively to identify and solve problems.
Display initiative and demonstrate respect for others
Plan, organize, and complete assigned tasks accurately and on time.
Exhibits work ethic, performance and integrity, including the ability to be
responsible and dependable.
Please sign and cut on line below and return to your teacher.
_____________________________________________________
After reviewing the information listed above, please have your child return
this slip back signed. Thank you!
Name: ____________________
Class Period:________
Family signature: ___________________
Date:____________