Running Head: CURRICULUM MAP 1

Hope Seweyestewa

PPE 310

Cu

Curriculum Map

November 28, 2017

Health
Strand 1: Comprehension of Health Promotion and
Disease Prevention Concepts.
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Concept 1: Understand Relationships Between Health

Behaviors and Health

Grade 9-12

PO 1. Predict how Healthy behaviors can affect health status.

Examples: Identify that healthy nutrition will lead to better

academic performance.

Do research and read articles about the benefits of having breakfast and how it can benefit

academically. There will be an article given or they have the choice to find one on their own to

read and reflect.

In the beginning I will have the students read the article, Breakfast and the

Achievement Gap among Urban Minority Youth. When completed the students will write a

short reflection essay about the article and relate the article to their breakfast habits. They will

answer the questions:

What are the benefits? Give examples.

Do you agree with their statements? Why or why not?

Discuss your morning eating habit. Is there a difference when you eat breakfast and do

not eat breakfast?

In the end we will have an open discussion to hear the other students stories. Ask questions,

develop ideas, offer suggestions to peers, and brainstorm how food helps our brains learn.
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Physical Education
Stand 1: The goal of physical education is to develop physically
literate individuals who have the knowledge, skills and confidence
to enjoy a lifetime of healthful physical activity

Demonstrates Competency in a variety of motor skills and

movement pattern fitness activities.

Grade: 9-12

S1.H3.L1. Demonstrates competency in one of more specialized

skills to include demonstrations, application and evaluations in
health and skill related fitness activities.

Examples: Picking a hobby or extra activity on/off campus. This

could include classes like karate, rock climbing, yoga, sports, or
recreational classes offered locally.

Use a bulletin board in the classroom, collect flyers about sports/classes offered on campus. Put

up other flyers from local recreation centers along with schedules, time, and location. Have the

class brain storm about their hobbies and interest. Talk about all the ways the class could get

physical activity throughout their week. Once this list is developed the students will commit to
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the activity of choice. If a group of students want to do walking during lunch they can form a

group, create a meeting spot, and design a course. Each student is in charge of their own activity

and will have to keep track of these activities, times per week, and time per session. This will tie

into the next activity that will bring nutrition and physical activity together.

Education Technology
Strand 1: Creating and Innovation.
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Concept 3: Trends and Possibilities use technology to forecast

trends and possibilities.

Grade: 9-12

PO 1. Analyze Patterns and trends and their logical links to form

inferences and forecast possibilities providing novel insight.

Example: Using online resources like Choose my plate, My Food

tracker, or related websites to record food intake. Use results to
create graphs and future goals.

Each student will be required to create their own Food Tracker account online. Every week they

are responsible to track their meals and physical activity. On this website it will give a

breakdown about daily calories along with activity time. It will list weekly goals and suggestions

for food and activity.

At the end of the first month they are to create a spreadsheet along with graphs to break down

their weekly breakfast, physical activity, and weekly grades from their classes. They are to

observe the trend on their own graphs. For example they can see how eating or not eating

breakfast has affected their grades. They will analyze how physical activity might impact these

results or lack thereof.

Over the next several months they will continue this project. The students have the choice to

switch up physical activity of their choice. After making graphs for each month they will provide

a short reflection of what their graphs revealed along with how they felt physically and mentally.
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Did the food tracker help? Why or why not? Did physical activity benefit their overall health?

Explain. Was there a difference when they did or did not eat breakfast? Explain.

References

Arizona Department of Education. (2017). K-12 Standards section. Retrieved at

Cdc.gov/ncbddd/actearly/milestones/index.html

Basch, Charles E. (2011). Breakfast and the Achievement Gap among Urban Minority

Youth. Journal of School Health, 81(10), 635-640.

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United States Department of Agriculture (2017). Super Tracker. Retrieved at

https://www.supertracker.usda.gov/foodtracker.aspx