Interdisciplinary Curriculum Map

Grade 12 Veronica, Christina, Kerstin

Content Areas:
-English Education -Physical Education -Art Education -Technology Education -Health/Sex Education

Themes:
Theme 1: Content in Context - Effective teachers know their content area and its disciplinary learning standards and adapt teaching strategies to match the needs of diverse learners. Effective teachers are procient scholars in the content area they teach and strive to master evolving knowledge. They use appropriate disciplinary learning standards to organize and teach content. Effective teachers use the key ideas and performance indicators of the New York State learning standards to guide development of learning experiences. They match teaching strategies to differences in learning styles using interdisciplinary approaches to connect content. Effective teachers clarify the process by which a body of knowledge is advanced in the context of a specic discipline. Theme 3: Technology - Effective teachers use technology appropriately to improve instruction and communication. Effective teachers stay abreast of evolving technologies and how they are used to enhance teaching and learning outcomes. They adopt different technologies, where appropriate, to enhance their individual teaching styles. Effective teachers exhibit competency in planning and designing learning environments and experiences using technology. They use technology to improve productivity and to enhance communication with peers, students, home and community.

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Theme 4: Assessment - Effective teachers use assessment to guide their teaching. Effective teachers use diagnostic, pre-assessment, formative and summative assessments to make data-based curricular and instructional decisions. They use a variety of formal and informal assessment tools in order to improve curricular and instructional practices. They effectively use technology, where appropriate, to improve their assessment and evaluation. Effective teachers regularly use fair and consistent rubrics and assessments, enabling teachers to reect upon their practices and learners to both reect upon their work and grow through self-correction. Theme 6: Recursive Learning - Effective teachers use developmentally appropriate and sequenced curriculum models supporting a coherent knowledge base which progressively builds upon itself. Effective teachers plan curricula that challenge students to develop their own knowledge base. They use a variety of curriculum structures to engage different learning styles and reinforce learning using an interdisciplinary approach. Excellent teachers transition effectively from the theoretical to the practical application of content knowledge. Effective teachers organize and simplify complex content to bring coherence to their discipline and enhance student understanding. Theme 7: Collaboration - Effective teachers collaborate with all of those responsible for student development. Effective teachers collaborate with students, families, teachers, parents, administrators, support staff, allied professionals and the community. Good teachers implement team decision making and share responsibility for problem solving, curricular planning, instruction and assessment. They collaborate to resolve differences and conicts. Good teachers implement collaborative learning strategies that are mutually supportive across curricular boundaries. Theme 8: Modeling - Effective teachers exhibit professional commitment which is evident to their students. Personal Themes: 1) Students who are aware of themselves physically, emotionally and spiritually, and are able to have a healthy lifestyle are the students who will be able to excel academically as well as professionally. 2) There are multiple dynamics to one's health and it is important that students understand and cater to all of these dimensions. 3) The skills and techniques that are taught to students are things that they should carry with them onto their future paths. 4) A disrupt in one of the health dynamics can effect other dimensions in their health.

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Enduring Understandings:
-Students gain health understandings which allow them to reect on their own lives and determine if their lifestyles are consider healthy or not. -Relate classroom content to outside factors, socially, mentally, physically and emotionally, which allow students to understand health in more than one dimension. -Students will gain lifestyle resources which they can refer back to once they graduate from high school and continue onto their next academic or professional journey.

Essential Questions:
1. What is a healthy lifestyle? 2. Do students believe they are currently living a healthy lifestyle? If not, what can be changed? 3. Does society encourage one to live a healthy lifestyle, or discourage? 4. How do outside factors effect students overall healthy? 5. How do students plan to continue to lead a healthy lifestyle throughout their future? 6. How can a healthy lifestyle benet you academically as well as professionally?

How Students will Demonstrate Their Understanding:

Formative: - Physical tness test - Crossword puzzle - Food diary - Creating their own nutrition pyramid - Self portrait - Reections - Participation in discussions - Group circles "Caring,Competent, Qualied Professional " Page 3 of 10

Summative: -Health fair presentation at end of the unit (will include: visual presentation, written assignment, students ability to speak about their topics openly and uently) -Art self-expression project: students will turn in a nished project which represents their lifestyle symbolically (using magazine clips, drawings, etc.) This will not be handed in at the end of the unit, but at the end of this specic section of the unit and will represent a form of summative learning.

Reading Standards:
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. 4. Determine the meaning of words and phrases as they are used in the text, including gurative and connotative meanings; analyze the impact of specic word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

Concepts:
1) Through reading standards students will be able to support the ideas and statements that they make effectively. Group discussions can help assist with this. 2) Students will be able to gather information analyze it and apply it to real life settings. Reective papers and journals will encourage students to think beyond the classroom.

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Strategies, Techniques, Best Practices Used to Explicitly Teach Skills & Strategies and Concepts
Teacher- Teach students the means of nding and gathering information. Reinforce the dangers of plagiarism and the importance of having one's own ideas. Enforce the importance of students nding credible sources, such as not depending on WikiPedia. Student- Students must have ve sources to complete their project on health education. The information can come from sources such as books or the internet. Students must take the information, paraphrase it, and use it to support what they have learned in the past month. Teacher- Encourage critical thinking through classroom discussion as well as homework assignments. Have students read about health related topics, then split the class up in groups to discuss. Instill roles for each student, one being a recorded so that teacher can evaluate the groups discussion Student- Students are expected to come to class prepared. They should have the reading done and the "post it note technique" completed. They will be required to share a certain number of question marks, check marks, and interesting information gathered. They should also come with one to two critical thinking questions in regards to sustaining a healthy lifestyle.

Writing Standards:
1b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audiences knowledge level, concerns, values, and possible biases. 2e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 3d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

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8. Gather relevant information from multiple information authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate into the text selectively to maintain the ow of ideas, avoiding plagiarism and over reliance on any one source.

Concepts:
1) Students will be able to write effectively and express ideas and arguments to a multitude of audiences. This will be demonstrated through essays and food/exercise journal. 2) Through reective writing, students will gain a personal perspective on how to lead healthy lifestyles.

Strategies, Techniques, Best Practices Used to Explicitly Teach Skills & Strategies and Concepts
Teacher- Teacher will introduce the concept of food/exercise journal. Teacher will showcase their own journal and use it as an example on what is expected out of their students. Student- Students will model their teacher's journal. They will include entries on all the food that they have eaten as well as their daily exercise. Teacher- Teacher will provide multiple examples of outlines. Teacher will then ask students to follow one of the examples before writing their health education paper. Students- Students will choose from numerous outline examples. They will undergo several steps before starting their essay.

Speaking and Listening Outcomes Standards:

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. b. Spell correctly.

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3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. 4b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech. 6. Acquire and use accurately general academic and domain-specic words and phrases, sufcient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Concepts:
1)Students will be able to effectively participate in classroom discussion, while referencing to assigned readings, and valuable outside resources 2)Students will use speaking skills to present information to various audiences at the end of the unit.

Strategies, Techniques, Best Practices Used to Explicitly Teach Skills & Strategies and Concepts
Teacher- Teacher will provide a worksheet on what makes someone an active listener. They will also provide a worksheet on how to present such as speaking loudly, clear, and having appropriate pauses. Student- Students will be given in class time to put their portfolio together and present it to their peers before the health fair.

Viewing & Representing Visually Outcomes Standards:

1) Present informative knowledge in a unique way 2) Information is equally adaptable to various audiences. 3) Be able to symbolically understand concepts introduced in the classroom 4) Effectively project image of self. 5) understand of concepts involving personal body image "Caring,Competent, Qualied Professional " Page 7 of 10

Reading 7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Reading 11a. Engage in using a wide range of prewriting strategies, such as visual representations and the creation of factual and interpretive questions, to express personal, social and cultural connections and insights. Speaking and Listening 2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems,evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Speaking and Listening 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of ndings, reasoning, and evidence and to add interest.

Concepts:
1) Be able to knowledgeably present projects at health fair to community audience. 2) Present themselves to classmates in an effective, unique and personal way.

Strategies, Techniques, Best Practices Used to Explicitly Teach Skills & Strategies and Concepts
Teacher- Teacher will provide rubric for what is expected out of the portfolio. Rubric will not only include the grading system, but the directions as well. Student- Students are required to pick a health topic that interest them. The topic must be one that was covered in one of their courses. They are to not only write an essay on that topic, but provide a visual piece as well. They will be presenting the visual aid at the fair.

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Instructional Resources for the Curriculum Map

1. Anchor Texts (mandated by School/District): Health Education: Elementary and Middle School Applications

2. Fictional Texts (trade books): November Blues by Sharon M. Draper (CSKH, death, football, teen pregnancy)

3. Expository/Informational Texts (trade books): Health Behavior and Health Education: Theory, Research, and Practice [Hardcover] Karen Glanz (Editor), Barbara K. Rimer (Editor), Frances Marcus Lewis (Editor)

4. Other printed sources: Other printed resources: http://phpartners.org/tutorial/ 02-her/index.html (could use this website to print things out or use other resources to help teach the class)

5. Creative Arts: Art teacher will have students create body silhouette of themselves where they will ll the inside with all the words that describes them.

6. Web Sites & Other Technology: www.facebook.com (sample proles) www.ncsse.com/index.cfm?pageId=941 (sex ed) www.mypyramid.gov (nutrition)

7. Teacher Resource Texts & Materials: www.pbs.org/teachers/classroom/9-12/ health&tness/resources (health resources) Teaching health science: elementary and middle schoolBy Stephen J. Bender Heres the website for the textbook: http://books.google.com/books?id=n9t6bY2Vo_4C&pg=PA51&dq=textbooks+for +health+education +teachers&hl=en&ei=dy6mTsKGFYH50gHrsMGmDg&sa=X&oi=book_result&ct=resu lt&resnum=1&ved=0CEwQ6AEwAA#v=onepage&q=textbooks%20for%20health %20education%20teachers&f=false "Caring,Competent, Qualied Professional " Page 9 of 10

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