Tuesday, September 30, 2014

Grade 6 Health... Revisited

Health... What is it now?

Oi Grade 6!

Now that we've come to the end of our unit on health, I wonder... 
  • What does being healthy now mean to you? 
  • How can now you motivate others to make healthy choices in their lives? 
  • How are taking risks and being open-minded fundamental in developing our understanding of health literacy.

Revisiting our Enduring Understanding for Health

I wonder, what other connections could you make to our enduring understanding for health? What makes you say that? 

Enduring Understanding
  • Health is a complex system with many moving parts and every choice we make impacts our physical, mental and emotional well-being

INTRUCTIONS:
Revisit your initial CSI (Color-Symbol-Image) blog post and create a new CSI to demonstrate your new understanding of our enduring understanding for health. 

Review all the different learning experiences you have participated in during our health unit - the different quests, your blog posts, nutrition and sleep completed documents - and synthesize your understanding in your new CSI. How could you put together all the information you have learned and connect it in a clear and meaningful way to your new CSI?

Be creative! You may present your CSI in a format of your choice.

Follow the grading rubric shared in our folder for Health to help guide you in this process. 

Steps to CSI:
  • Choose a COLOR that you feel best represents our enduring understanding and what makes you say that?
  • Choose a SYMBOL that you feel best represents our enduring understanding and what makes you say that? A symbol is something simple, for example one object that represents an idea.
  • Choose an IMAGE that you feel best represents our enduring understanding and what makes you say that? An image is more complex, like a picture involving great detail.

Your new blog post will include:
  • Title 
  • Your new CSI 
  • Labels: Health, Grade 6
  • Find your images from creative commons and cite your images according to the example:
      • Image licensed under Creative Commons by "name or username". Link to original source.
  • Answer the following question at the bottom of your post:
    • Based on your participation during this unit, assess yourself on each of the following learning habits and what makes you say that for each one: responsiblecuriousinclusiverisk-taker/perseverance
    • Use the following rubric to help guide your learning habits self-assessment

Get Ready... SLC is in the House! Part 1

Grade 7 Advisory: The Essential Steps Needed to Ensure a Meaningful SLC Experience... 

Oi Grade 7,

SLC is fast approaching! I wonder, what actions are you taking to make this process efficient and meaningful for you? Be proactive and use the following steps to help guide you in the SLC process...



Step 1: Blogfolio

Review your blogfolio and choose a post (artifact) for each subject area. Revise and edit each post, making sure it includes the following items...


1) Title
  • The title should be the hook for your readers; treat it as an interesting headline describing the learning that took place


2) Reflection on the learning - this is very important!


  • This may be in the form of questions you were asked to answer, a summary of the learning that took place, an explanation of an activity you did and/or an example of a piece of writing (narrative, research paper, Google doc, concept map, etc.)
  • REVISE what you wrote and ADD additional details and/or information that will INCREASE the PRODUCTION VALUE of your written reflection
  • If one of your chosen artifacts is a research paper or story you wrote, be sure to focus on ONE SPECIFIC PART of your writing that shows growth in your writing skills - for example, "I am proud of how I organized my conclusion in my research paper because it shows the connections I made to the information I researched."
  • Include a PARAGRAPH describing SPECIFIC CORE VALUES that were practiced and applied during this learning experience; for each core value you choose, remember to describe its connection to your learning

3) Images and/or videos
  • Include images and/or videos that will ENHANCE your written reflection; be sure to CITE your sources in the following manner:
  • Creative Commons: Image licensed under Creative Commons by "name or username". Link to original source.
  • Public Domain (not found in Creative Commons or not copyrighted images/videos): Image from Public Domain by "name". Link to original source.


4) Labels
  • Keep your labels SIMPLE! Include your grade level, subject area and perhaps the name of the unit or activity - for example, "book club" or "literature circles"
  • Stick to ONE VERSION of a label - for example, either "SLC" or "student led conferences", but not both
  • Include the following NEW LABELS: SLC and the specific core values connected to each post


Take a look at the following post. Using the above mentioned steps, what else could you add to enhance the production value of this artifact?

Juan Pablo


Step 2: Core Values and Academic Progress

Create a new blog post that answers the following questions regarding the core values and your academic progress and link your SMART goals to this post. Label this post SLC.

Core Values
  • In which of the core values have you shown the most success? What makes you say that?
  • In which of the core values have you shown the most progress or growth? What makes you say that?
  • Which core value is most challenging for you? What makes you say that?

Link to Graded's Mission Statement and Core Values

Academic Progress
  • In which class or academic area have you shown the most success? What makes you say that?
  • In which class or academic area have you shown the most progress or growth? What makes you say that?
  • Which class or academic area is most challenging for you? What makes you say that?

Sunday, September 28, 2014

Quest 4 - You Are What You Eat!

Nutrition and Your Health...

Oi Grade 6!

Choosing what to each can have a great influence on our overall health. We eat to stay alive! Food contains substances that our bodies need to stay healthy. As we learn more about nutrition, consider the following guiding questions. I wonder, how does the power to choose affect our food choices?


Guiding questions...
  • What is nutrition?
  • What are nutrients?
  • How should we balance our diet?
  • How does our food choices affect our performance in physical activity?

Nutrition and our Health
  • What we eat affects many of the things we do everyday
  • The substances in food give us the energy we need to learn, study, play and do things with our family and friends
  • Practicing good nutrition means choosing to eat foods that are good for us and eating them in the right amounts - I wonder, what could be some consequences of eating too little or too much food?

What can Tim and Moby teach us about nutrition and health? 

What do you see-think-wonder about nutrition and health?




A cautionary note about body type...

After watching the BrainPop about body weight, I wonder, what is going on in your head when you think about body type? 

Be careful not to classify bodies based upon their outside appearances. Our body type is not purely based on what we were born with. There are other external factors that could also influence the shape of our bodies as well - I wonder, what could some of those factors be?


What does diet have to do with our food choices?

What comes to mind when you think about the word diet? What does diet actually mean? 
  • Diet is a pattern of eating - it includes what you eat, how much you eat and how often you eat
  • Therefore, adopting a healthy pattern of eating will influence our health in positive ways
  • Your pattern of eating is affected by your food choices - I wonder, what could influence both your pattern of eating and your food choices?

Food and Feelings

How do you know when you need to eat? Your body tells you! Feeling hungry is how your body communicates that it needs more food to energy. However, some people eat even when they are not hungry.

Our feelings can affect how and what we choose to eat. I wonder, how do your feelings influence what you eat? Consider the following feelings...
  • sad or upset
  • happy
  • nervous
  • stressed

What kinds of food do you choose to eat when you are feeling a certain way? What makes you say that? In what ways could this behaviour be unhealthy?

If we can understand what feelings affect our food choices, we can avoid eating unhealthy foods and when we know we are not hungry.


How our bodies use food

Our bodies break down the food we eat for energy into a form that our bodies can use - this process is called digestion.

Imaged licensed under Creative Commons by "Blausen gallery 2014". Link.


What can Tim and Moby teach us about how our bodies use the food we eat?

What do you see-think-wonder about digestion?



The Essential Nutrients
  • The nutrients in food help our bodies function properly
  • Most of the nutrients that our bodies needs comes from the food we eat - these are called essential nutrients
  • Eating a variety of foods is important to get all the nutrients
  • Each of the essential nutrients play an important role in our bodies
    • Carbohydrates (grains), fats (oils) and proteins are direct sources of energy
    • Vitamins and minerals control many of our body functions and help our bodies use the energy from other nutrients
    • Our bodies use water to control our body temperature and transports other nutrients throughout our bodies

Eating Guidelines... Balancing what you eat
  • Tools have been developed by nutrition scientists and public health agencies to help us make good choices about the food we eat
  • These guidelines tell us what to eat and how much to eat each day and helps us avoid making unhealthy food choices
  • Take a look at the USDA (United States Department of Agriculture) MyPlate website (click on the image below) and answer the following questions on the document shared in our folder for Health:
    • What are the 5 food groups?
    • What is in each food group? Include at least 5 food examples.
    • How much is needed for each food group?
    • What are some health benefits of each food group? Include at least two health benefits.
    • What are some tips to help you eat each of the food groups? Include at least two tips.

What do see-think-wonder about this image?

Balancing what you eat... Three meals a day!

Ideally, each meal needs all food groups, but in reality, we don't eat some food groups at certain meals - I wonder, what could you do to make sure you compensate for a lost portion in your next meal?


Making Connections

I wonder, from our learning experiences so far, what connections could you make to our enduring understanding and the following essential questions:

Enduring Understanding
  • Health is a complex system with many moving parts and every choice we make impacts our physical, mental and emotional well-being

Essential Question
  • How do our choices affect our health and safety?

Tuesday, September 23, 2014

Quest 3 - It's Just Teasing... It's Not Like I'm Bullying!

You Have the Power to Choose...

Oi Grade 6!

It is time for our third quest... It's Just Teasing... It's Not Like I'm Bullying! When faced with challenging situations that affect our safety, feelings and how we interact with others, I wonder, how could the power to choose influence our actions?


Guiding questions...

Think about the following questions to help build our understanding of what is bullying.
  • What is bullying?
  • What are the different kinds of bullying that we may see or experience in and out of school?
  • How should we express our feelings in a bullying situation?
  • What strategies could we apply for resolving conflict?
  • What core values are being demonstrated when we express our feelings and apply strategies to help resolve conflict? What makes you say that?

What can Tim and Moby teach us about bullying?

Take a look at the following BrainPops. What do you see-think-wonder about bullying?




Making our thinking visible about bullying

Look at the different 3-2-1 Bridges. I wonder, what connections could you make to each of the different groups' thinking about bullying? What common themes tie their thinking together? 





Revisiting the Six Steps to Making a Good Decision...

I wonder, how could these steps help us make the best choice when faced with a bullying situation? What could you do to analyze the situation first before acting or reacting? 



HA HA SO... What?

Bullying is most definitely NOT a laughing matter. However, we can use this simple acronym to help resolve conflict...

H - Help
  • Seek help from an adult, friend or peer when a potentially threatening situation arises; seek help if other strategies are not working
  • Tips
    • Brainstorm all of the sources of help at your school - principals, counsellors, teachers
    • Stress the different ways to get help - anonymously, in a group

A - Assert Yourself
  • Make assertive statements to the bully addressing your feelings about the bully's behaviour
  • Tips
    • This strategy should not be used with severe bullying
    • This is not as effective with group bullying
    • The victim should look the bully straight in the eye and use "I" statements - for example, "I do not like it when you pull on my backpack"
    • Make an assertive statement and walk away - for example, "Stop talking about me behind my back."

H - Humour
  • Use humour to de-escalate a situation
  • Tips
    • Use humour in a positive way
    • Make a joke about what the bully said, not about the bully
    • Make humourous statements and then leave the situation - for example, when insulted about a hairstyle, say, "Gee, I didn't know you cared enough to notice."

A - Avoid
  • Walk away or avoid certain places in order to avoid a bullying situation
  • Tips
    • This strategy is best for situations when the victim is alone
    • Avoid places where the bully hangs out
    • Join with others rather than be alone

S - Self-Talk
  • Use positive self-talk to maintain positive self-esteem during a bullying situation
  • Tips
    • Use this strategy as a means to keep feeling good about yourself
    • Think positive statements about yourself 
    • Rehearse mental statements to avoid being hooked by the bully - for example, "It's his problem", "She doesn't know what she's talking about."
    • Use positive self-talk when practicing all of these strategies

O - Own It
  • Own the put-down comment in order to diffuse it
  • Tips
    • Agree with the bully and leave the situation
    • Combine with humour strategies such as, "Yeah, this is a bad haircut. The lawn mower got out of control this weekend."
    • Combine with assertive strategies such as, "Yes, I did poorly on the test and I don't appreciate you looking at my paper."

Click on the image below to view Mr. Tuttle's presentation



Making Connections

I wonder, from our learning experiences so far, what connections could you make to our enduring understanding and the following essential questions:

Enduring Understanding
  • Health is a complex system with many moving parts and every choice we make impacts our physical, mental and emotional well-being

Essential Questions
  • How do our choices affect our health and safety?
  • What skills are needed to create and maintain healthy relationships?

What Do Muscles Have to Do with Fitness?

Fitness for Life... Connecting Physical Fitness Components to Different Muscle Groups

Oi Gente!

I wonder, what connections could you make between the physical fitness components and different muscle groups? 

Making Connections

In class, you will have an opportunity to make these connections as you participate in a fitness circuit. Remember to think critically about the following:
  • How do the physical fitness components help maintain our health? 
  • What muscle groups are targeted as we develop each of these physical fitness components? 
  • When developing these different components, what does our heart rate tell us about our level of fitness?

Muscle Groups
  • Legs
  • Shoulders
  • Arms
  • Abdominals
  • Back
  • Chest
Physical Fitness Components
  • Muscular Endurance - ability sustain or repeat series of muscular contractions without tiring
  • Muscular Strength - ability to carry out work against a resistance
  • Power - ability to produce explosive force
  • Speed - ability to move the body rapidly
  • Agility - ability to quickly change body position
  • Flexibility - range of motion of body parts (important for execution of techniques in sports)
  • Balance and Coordination - ability to stay in control of body movement
  • Cardiovascular Endurance (aerobic fitness) - ability to sustain physical activity continuously


Image from Public Domain by "My Health and Fitness". http://www.my-health-and-fitness.org/body-building-exercises.html.

What can Tim and Moby teach us about muscles and fitness?

Take a look at the following BrainPops. What do you see-think-wonder about muscle groups and fitness?





Target Heart Rate... Informing our fitness development

You will take your RHR and HR during and after exercise. Be sure to record it on your heart rate record sheet. Consider the following questions: 
  • What target heart rate zone(s) were you in during today's fitness circuit? (Enter your target heart rate zone(s) in the comment section of your target heart rate record sheet)
  • How could you use this information to help inform your fitness SMART goals progress?

Wednesday, September 10, 2014

Health and Balance... The Yoga Approach!

This is Your Brain on Yoga...

Oi Gente!

I wonder, how does your brain look like on yoga? According to sophisticated brain imaging technologies, yoga and meditation can literally change your brain.
Image from Public Domain by "Adrigu". Link.

Yoga can take many forms, each with a different purpose. However, what connects the different yoga practices is their focus on learning poses, called asanas

With respect to the brain, the cerebellum plays a crucial role in motor control. The cerebellum contributes to coordination, movement, balance and timing. Therefore, being able to perform asanas would be virtually impossible without it.

The Health Benefits of Yoga

What are some of the health benefits of practicing yoga? Thinking about the different muscle groups and physical fitness components we have been strengthening in class, I wonder, in what ways could yoga help develop your muscles and fitness?

Muscle Groups
  • Legs
  • Shoulders
  • Arms
  • Abdominals
  • Back
  • Chest
Physical Fitness Components
  • Muscular Endurance - ability sustain or repeat series of muscular contractions without tiring
  • Muscular Strength - ability to carry out work against a resistance
  • Power - ability to produce explosive force
  • Speed - ability to move the body rapidly
  • Agility - ability to quickly change body position
  • Flexibility - range of motion of body parts (important for execution of techniques in sports)
  • Balance and Coordination - ability to stay in control of body movement
  • Cardiovascular Endurance (aerobic fitness) - ability to sustain physical activity continuously


Making Connections

In class, you will have the opportunity to practice different asanas with our special guest, Ms. Hunt. As you participate in this physical learning experience, what connections could you make to our enduring understanding and essential questions for our unit on fitness?

Enduring Understanding
  • People’s decisions and actions affect their level of fitness, and in turn, impacts their health

Essential Questions
  • What is fitness?
  • How can you maintain physical activity for lifelong health?
  • What is our responsibility regarding our fitness and health?

Target Heart Rate... Informing our fitness development

You will take your RHR and HR after yoga. Be sure to record it on your heart rate record sheet. Consider the following questions:
  • What target heart rate zone(s) were you in during today's yoga class? (Enter your target heart rate zone(s) in the comment section of your target heart rate record sheet)
  • How could you use this information to help achieve your fitness SMART goals?

Monday, September 8, 2014

Quest 2 - How Family and Peers Influence Your Decisions

What Influences the Decisions We Make?

Oi Grade 6!

Today our second quest awaits us... How Family and Peers Influence Your Decisions. Now that we know more about decision-making and its possible consequences, I wonder, how could our family and friends influence the choices we make? What do all of these influences have in common?


All of these influences can impact your decisions.




Examples of influences on our decisions

I wonder, how could the impact of different influences look like? Click on the image below to see what these health classes had to say...





Guiding questions...

Think about the following questions to help build our understanding of how effective interpersonal skills help demonstrate responsibility, respect and caring in order to establish and maintain healthy interactions with our family and peers.
  • How does the power to choose affect how we react to events and/or opinions that could influence our decisions?
  • What strategies are needed to build and enhance our relationships in the family and with our peers?
  • How do we make decisions cooperatively with our family and with our peers?

What steps could we take to help make good decisions?

Take a look at the diagram below. Family, friends or other influences (media, coaches, teachers) can impact our decisions in different ways. 

What you see-think-wonder about the steps below? In the comment section of this post, complete the following task:
  • What do you see?
  • What do you think these steps are about?
  • What do these steps make you wonder? Or what question do you have about the steps?



Applying the Six Steps to Making a Good Decision... Practice being pro-active instead of re-active...

Think about a daily choice or a conflict between you and one of the different influences (friend, family, teacher, coach, etc). Taking the guiding questions into consideration, apply the Six Steps to Making a Good Decision to a current conflict or situation and create a blog post that includes the following (review grading rubric shared in our Health folder):

  • Title - Six Steps to Making a Good Decision
  • Labels - Grade 6, Health
  • A reflection on each of the six different steps to making a good decision
    • Identify the problem - State the problem/conflict
    • Consider your values - How do your values and beliefs affect your choices?
    • List the options - What actions did or could you take?
    • Weigh the consequences - Consequences could be positive, negative and/or neutral
    • Decide and act - Choose and describe the action you took or will take
    • Evaluate your choice - What was or could be the result of your action?
  • To finish your blog post, answer the following questions:
    • How could you use this strategy to help create and maintain healthy relationships?
    • What core values are being demonstrated when you use this strategy to make a good decision? What makes you say that?

Making Connections

I wonder, from our learning experiences so far, what connections could you make to our enduring understanding and the following essential question:

Enduring Understanding
  • Health is a complex system with many moving parts and every choice we make impacts our physical, mental and emotional well-being

Essential Questions
  • What skills are needed to create and maintain healthy relationships?

Tuesday, September 2, 2014

Quest 1 - The Power to Choose

With More FREEDOM Comes Greater RESPONSIBILITY...

Oi Grade 6!

Today we will embark on our first quest... The Power to Choose. I wonder, when you think about freedom and responsibility, what kind of things are going on in your head?


Every day we are faced with choices, and each choice we make has a different outcome. When we make personal or group choices, our actions have the ability to bring ourselves and others up, or just as equally, down. 

As we watch the following video, what do you see-think-wonder? Use the following guiding questions to help guide your observations:

Guiding questions...
  • How do values and beliefs affect our choices?
  • How does personal behaviour impact our actions and those of others?
  • What skills are needed to help make responsible decisions?


Making our Thinking Visible

Take a look at our collective see-think-wonder. How could our observations help us uncover how having more freedom means becoming more responsible?

Decisions and Consequences... You have the power to choose!

Grade 6 defines what is a good decision and its consequences

What is a good decision?

A good decision is when you have carefully considered the outcome of each choice - a good decision a responsible decision

How could examples of good decisions be connected to our Graded Core Values? What core values come to mind, when making a good decision?

Your decisions have consequences...

A consequence is the result of a decision - consequences of our decisions not only affect you, but also affect people around you...

What are examples of the following types of consequences?
  • Positive consequences
  • Negative consequences
  • Neutral consequences

Making Connections

I wonder, from our learning experiences so far, what connections could you make to our enduring understanding and the following essential question:

Enduring Understanding
  • Health is a complex system with many moving parts and every choice we make impacts our physical, mental and emotional well-being

Essential Question
  • How do our choices affect our health and safety?