Monday, 25 May 2015

Culture/Norm of Safety and Injury Prevention

Discussion:

- What are the factors that impact the culture of safety in any environment?

- Why are some environments less safe than others?

- How do safety and injury prevention impact the choices we make and our overall wellness?

- Why are some risky activities and unintentional injuries common to youth?

- How can I support my wellness and the wellness of others?

- How do my morals and ethics impact my safety and the safety of others?


Injuries Prevention Assignment

You will get one class in the lab and one class in the classroom.  You will use the class in the lab to get all of your research.  Then you will be in the classroom, the next day putting all of the information onto a poster to present to the class.  We will be presenting these in class on June 4th, 2015.

Listed below are common activity-related injuries.
1.       Shin Splints
2.       Achilles Tendinitis
3.       Runners Knee
4.       Plantar Fasciitis
5.       Tennis Elbow
6.       Sprained Ankle
7.       Shoulder separation
8.       Rotator Cuff Tear
9.       Knee Ligament Tear
10.    Osgood-Schlatter Syndrome

Work with a partner to complete the following for your assigned injury:
A)     Describe in your own words, using great detail, what the injury is
B)      Describe in your own words the possible causes of the injury (try to list as many causes as you can)
C)      Demonstrate strategies for preventing and managing these injuries.
D)     Share your information with the class in a creative way (use pictures)  You will create a poster.
E)      Hand in a paper copy of parts a,b, and c of the assignment
Handout: Injury Prevention

Thursday, 7 May 2015

Mental Health Unit

1) Brainstorm: list as many images/words you can to describe what a person suffering from mental illness looks like.

2) Clara Hughes:
Clara Hughes has won Olympic medals both in the Winter and Summer Olympics.  She is an example of someone who struggled with a mental illness.  She worked along side Bell Media in order "to break the silence surrounding mental illness".  Clara biked 11,000 km across Canada in order to bring awareness to people about Mental Illness.  A documentary was made, called "Clara's Big Ride".  "The documentary recounts the epic 110-day journey through 105 communities and 235 events in varied and often extreme weather conditions."
“The ride was all about connecting with people and putting them on the podium – elevating every Canadian to take the stage and tell their own unique stories,” said Hughes. “I’m honoured and humbled to invite Canadians in every corner of the country to relive this transformational journey, to share in the many voices and personal stories recounted in the doc. By talking, we can work toward creating a stigma-free Canada.”
- Watch video: https://www.youtube.com/watch?v=KEvLL-u2f1w (Until approx. 13:00)

3) Read Handout: Strategies and Tips for Good Mental Health

4) Activity: Mental Health Stations
Students will use the handout provided and go to each station.  At each station, they will find a pamphlet about a Mental Illness.  Use the handout provided to fill in the missing information.
Complete Handout: Mental Health Stations

Thursday, 23 October 2014

Service Learning Inquiry Project

Now that you have researched a couple of volunteer organizations you will be completing an inquiry project.

"The Big Question" in which I want you to uncover is:  "What is Service Learning to you?"

Watch the following videos:https://www.youtube.com/watch?v=flyiGMNGQyA
https://www.youtube.com/watch?v=p37g0tQHhds
https://www.youtube.com/watch?v=q4je9N26ouY

Step 1:  Interview:
Find someone you can interview who has volunteer experience. 
a) Write down questions you would ask.
b) Share questions and create a classroom list of questions.
c) Create your own list of questions for an interview in an order that makes sense to you.
d) Interview a Volunteer.  Record their answers to your questions.
e) Hand-in a typed Question-Answer Interview
Links: Interview Questions

Step 2: Volunteer Experience:
We will do this as a class during a couple of our Wellness classes.

Step 3:  Use the knowledge you gained from researching the 2 volunteer organizations, from the interview, and your own volunteer experience to reflect and answer "What is Service Learning to you?" 

Questions to think about:
1) What dimension of health does volunteering help you improve? Why?
2) What did you learn from researching the 2 organizations?
3) What did you learn from the interview?
4) What did you learn from your own volunteer experience?
5) Who does volunteering benefit?
6) What type of volunteering experiences are out there?
7) Why do people volunteer?
8) Do you see yourself volunteering in your future?
9) What is Service Learning to you?

Present your reflections by: creating a short clip video, Prezi, PowerPoint, or Poster.

Thursday, 16 October 2014

Service Learning Unit Introduction

 Discussion:
1) What is Service Learning?

2) What are some organizations/places you can volunteer?

Assignment:

Read and complete the handout.  You are to research volunteerism organizations in Regina.

handout: Researching Volunteerism in Regina

Wednesday, 5 February 2014

Welness Inventory and Personal Plan for Wellness

Task:

1) Complete your "Wellness Inventory" 

2) Watch video: Your Life in Jelly Beans

3) You are to create a Personal Plan for Wellness (PPW).  Use your "Wellness Inventory" to help you understand your wellness and create your own PPW.  In class you will complete your PPW on the handout provided to you.  You will then have a conference with Mrs. McCrea and look over your wellness wheel.  Then, you will need to click on the link below and copy and paste it into a word document.  You then will complete this document on the computer.  Once completed you will print off your PPW and hand it into Mrs. McCrea, or submit it to me through email or Google Docs. 

Link to Personal Plan for Wellness (PPW)

Link to Rubric for Personal Plan for Wellness (PPW)


Sunday, 2 February 2014

KWL Strategy Wellness

Students will use KWL strategy to organize what they know about their personal wellness, what they want to know about their personal wellness and what they learned about their personal wellness.  This will be a handout that they will use at the beginning, middle and end of the semester.  It will be used to show what they have learned about their personal wellness throughout the course.

KWL Strategy Wellness Handout

Welcome to Wellness 10!

Wellness 10 Course Outline


Course Goals:

1)      Develop the understanding, skills and confidences necessary to take action to improve health.
2)      Make informed decisions based on health-related knowledge.
3)      Apply decisions that will improve personal health and/or the health of others.
4)      Enjoy and engage in healthy levels of participation in movement activities to support lifelong active living in the context of self, family and community.
5)      Enhance quality of movement by understanding, developing and transferring movement concepts, skills, tactics and strategies to a wide variety of movement activities.
6)      Balance self through safe and respectful personal, social, cultural and environmental interactions in a wide variety of movement activities.

Course Content:
·         Understanding of Wellness
·         Service Learning
·         Individual/Partner Movement Activities
·         Mental Well-being
·         Self-awareness/self-management
·         Culture of Safety
·         Physical Fitness
·         Relationships
·         Community Challenges
·         Group/Team Movement
·         Healthy Eating
·         Spirituality

Course Evaluation:
1. Gym Participation         50%
It is a requirement for all students to be dressed properly and participate to the best of their ability for the amount of time we are in the gym.  About 65% of this course is an active component done in the gym or outside.

a.      50%    Weekly “Evaluation” days regarding attitude, effort, and participation
b.      10%    Fitness Friday Performance and Self-Evaluation
c.       30%    Fitness  Testing Performance Evaluation (12 minute run, beep test)
d.      10%    Skills Evaluation (basketball skills, badminton skills, etc.)
2. Classroom Work          50%
a.      15%     Physical Activity/Game – each student will create his/her own activity and present it to the class.
b.      15%     Service Learning – each student will plan, volunteer and reflect on a volunteer experience.
c.       30%    Personal Plan for Wellness – each student will create, conduct, reflect and adapt a Personal Plan for Wellness throughout the semester.
d.      15%     Quizzes
e.      25%    Assignments/Daily Work  



Classroom Policies and Procedures
  1. We must have a culture of honor in the classroom. We respect all students’ contributions. We put significant effort into all things we do. We engage in our own learning, recognizing that it is we who are responsible for learning.
  2. Plagiarism involves taking credit for someone else’s work and is a form of theft. Students will receive marks of zero for assignments that have been plagiarized in whole or in part. They will also serve an in-school suspension. Repeated offences may result in a zero in the course.
  3. Students should assume that they do not have permission to use cell phones or personal music players (iPods) during class. In some circumstances, students will be given permission to listen to music or to use cell phones for specific learning activities. In the event that a student is using a cell phone without approval, the phone will be confiscated. It will need to be picked up from the office at the end of the school day (or by parents). Please note that the teacher is not responsible for any students’ electronic devices, whether they are placed in the cell phone drop box or not.
  4. YOU are responsible for ALL material missed while you have been absent.
RCS Course Completion Policy:
·         Please note: All assignments provide opportunity for students to meet required course outcomes (according to SK curriculum); as a result, it is imperative that students do all assignments to demonstrate understanding and proficiency. To ensure that students are meeting all course outcomes, the school has adopted a course completion policy.  
·         All assignments are due on the assigned due date, unless an extension contract is established between the student and the teacher. Students must present their proposed contract to the teacher at least a day in advance of the assignment’s due date.  Then the teacher will determine if the terms of the contract are acceptable. (See sample contract attached.)  Late assignments without a contract will be scored a zero (which will change if the assignment is completed by final cutoff dates).  If students do not hand in assignments on the due date they will be assigned study hall at noon/or after school until that work is completed.
·         Course Completion: If students have outstanding assignments after the deadline date, they are required to attend course completion days.  They need to be at the school by 8:30 to submit the assignment and/or to complete assignments. Once teachers are satisfied that they have completed all assignments, students can leave.  Assignments which were due prior to each course completion date and were not submitted for evaluation by the course completion date will remain a zero.  Failure to complete all assignments can result in an incomplete in the course.  As such students with zeroed assignments may be assigned to future course completion dates and credit recovery dates to ensure curriculum outcomes are met; marks, however, will not be assigned.
·         Credit Recovery: Students who have failed to complete course completion assignments may be required to participate in credit recovery days in order to demonstrate that they can meet course outcomes. Students who are failing or near failing the course will be required to participate in credit recovery days. These occur during final exam week, so students will stay at the school following their exams and, if they do not have an exam, will be required to be at the school for the full day. The credit recovery dates are June 16-19.
·         Failure to participate in all course completion activities will be considered a breach of the student code of conduct and will result in appropriate discipline consequences.
 
Important Dates
Deadline Dates: Outstanding assignments not submitted by this date will require students to come to school on the next course completion date (by 8:30) to submit/complete assignments.
Course Completion Dates: Students who have outstanding assignments after the deadline must come to school on the next course completion date. Assignments that remain outstanding after this date will result in zeros. 
1:00 – March 2nd
8:30 – March 4th
1:00 – April 28th
8:30 – May 1st
1:00 – June 2nd
8:30 – June 5th
Credit Recovery Days: For students who need to demonstrate they can meet specific outcomes and/or for students who are failing/near failing the course.
June 16 – June 19
Students will be at the school by 8:30 to write final exam or to start working on assignments (if they have no scheduled exam) and will stay until 3:20 working on assignments.