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Farmington Public Schools
Curriculum Map
for
[Personal Wellness 11]
Subject/Department: Health, Physical Education, Wellness
Grade(s): 11
Date: 2010 - 2011
Course Purpose
Personal Wellness 11 is a two day a week, one year course required for all 11th graders at Farmington High School. It fulfills a ½ credit for the required 2 credits
in Health, Physical Education and Wellness needed for graduation.
An understanding of health and physical activity concepts and skills are necessary to lead a healthy and balanced life. The purpose of this course is to provide
students with the knowledge, skills, and dispositions needed to live a healthy and balanced lifestyle and make educated choices during and beyond their time at
Farmington High School. This course will guide students toward becoming well-informed, health literate individuals, as well as competent, confident and joyful
movers. A literate person within the context of health and physical activity and wellness includes the ability to be a critical thinker and problem solver; a
responsible, productive citizen; a self-directed learner; and an effective communicator.
Major Learning Goals & Understandings
Aligned with the Health, Physical Education, and Wellness mission, Personal Wellness 11 provides students with opportunities to learn about what is needed to
live an active, healthy and balanced life. Students will access, evaluate and use information from various sources to achieve overall health and well-being;
comprehend concepts related to health and fitness and implement realistic plans for lifelong healthy and balanced living; and create/implement goals that lead to
healthy and balanced living for themselves and for the world around them. Students will build knowledge and skills by exploring and constructing personal
meaning to our overarching essential questions including: How can students incorporate the concept of the mind-body connection and their personal values to
promote a higher level of wellness? How do decisions related to nutrition, movement, and recovery support personal wellness? What do students need to know
and be able to do to set goals and implement behavior change?
[Personal Wellness 11] Curriculum Map (July 2009)
Property of Farmington Public Schools
Page 1
Author(s): Courtney Landheer
Sequence of Units
Unit 1 – [Mind-Body Connection] – 4 weeks
a. Mind-body connection
b. Wellness model vs. medical model
c. Personal values
d. Family medical tree
Unit 2 – [Behavior Change in Wellness] – 4 weeks
a. Stages of change
b. Personal metrics
c. Social norms
d. SMART goals
e. Research & article analysis
f. Learning theories
Unit 3 – [Movement LABS] – 4 weeks
a. Teach-an-activity
b. Exercise training
c. Personal metrics
d. Cooperative play
e. Competition
Unit 4 – [Psychology of Eating] – 4 weeks
a. Nutrition: Fueling Wellness
b. Drivers of consumption
c. Food marketing
d. Nutrition log
[Personal Wellness 11] Curriculum Map (July 2009)
Property of Farmington Public Schools
Page 2
Unit 5 – [Personal Improvement Portfolio] –4 weeks
a. Brainstorm topics
b. Research topic
c. Data collection
d. Goal setting (SMART)
e. Implementation and reflection
Unit 6 – [Movement LABS] – 4 weeks
a. Teach-an-activity
b. Exercise training
c. Personal metrics
d. Cooperative play
e. Competition
Unit 7 – [Movement Theory] – 4 weeks
a. Movement: Impacting Mood , Mindset, Motivation
b. Play across the lifespan
c. Impact of society and culture on movement
d. Physical activity log
Unit 8 – [Recovery] – 4 weeks
a. Recovery: Time out for Wellness
b. Mind-Body recovery techniques
c. Sleep log
Unit 9 – [Movement LABS] – 4 weeks
a. Teach-an-activity
b. Exercise training
c. Personal metrics
d. Cooperative play
e. Competition
[Personal Wellness 11] Curriculum Map (July 2009)
Property of Farmington Public Schools
Page 3
Unit 1: Mind-Body Connection
Length of unit: 8 days
Essential Questions
• How can I live a healthy and balanced lifestyle that is aligned with what I value?
Stage I – Desired Results
Personal Wellness 11 EU#2- Literacy related to physical activity and health is necessary for students to be able to access, evaluate, and use core content
information from various sources to achieve overall wellness.
2.3b12- Describe the interrelationship of mental, emotional, social, and physical health throughout adulthood.
Knowledge – Students will know:
• Wellness domains
• Mind-body connection
Skills – Students will be able to:
• Critical Thinking and Reasoning: recognize values, beliefs, bias, and perspective while exploring the way students live their life in comparison with what they
value
• Critical Thinking and Reasoning: make connections between new information and prior knowledge when examining the concept of the mind body connection
2.3d12-Use and evaluate appropriate strategies to promote well-being, delay onset and reduce risks of potential health problems during adulthood
Knowledge – Students will know:
• Wellness model vs. Medical model
• Family Medical Tree
Skills – Students will be able to:
• Critical Thinking and Reasoning: make connections between new information and prior knowledge when examining the concept of wellness model vs. medical
model
• Critical Thinking and Reasoning: access, interpret, analyze data when compiling information for the family medical tree
[Personal Wellness 11] Curriculum Map (July 2009)
Property of Farmington Public Schools
Page 4
Stage II – Major Summative Assessments
Assessment
Rubric or Grading Criteria
“Wellness Resume”: Students will create their own wellness resume highlighting their values
that are supported with their activities. They will include a cover letter that has their personal
icon, and a reflection on what the mind-body connection looks like in their lives and their
understanding of the wellness model as highlighted through the family medical tree assignment.
See attached rubric
Stage III – Learning Plan
Unit Instructional Overview
This unit begins by challenging the students view on what “Wellness” is. Students will understand that wellness is not the absence of illness rather it
is the mind-body connection which encompasses the domains of physical, intellectual, emotional, and social. Students will explore their own
personal values and consider where wellness stands in relation to their values. They will explore the difference of the Wellness model vs the Medical
model and will investigate their own family medical history.
Guiding Question, Big
Idea or Major Concept
Core Assured Learning Experiences (the major work of the discipline
that all students will perform during the unit)
Formative Check for Understanding
(identifies student misconceptions & provides
feedback for teachers to adjust instruction; not
counted in student grade) or Self-Reflection
What is Wellness?
Collage that represents 4 domains of wellness and personal values
Presentation of collage
What is the mind-body
connection?
Critical analysis of concept
Class discussion
How do personal values
shape action?
Icon deconstruction
Self reflection
What is the difference
between the Wellness
model and the Medical
Model?
Family Medical Tree
Reflection of personal results and lifestyle changes
needed to use family history as an example of their
own wellness model
[Personal Wellness 11] Curriculum Map (July 2009)
Property of Farmington Public Schools
Page 5
Unit 2: Behavior Change in Wellness
Length of unit: 8 days
Essential Questions
• What do I need to know and be able to do to implement personal behavior change to improve my overall wellness?
Stage I – Desired Results
Personal Wellness 11 EU# 1-The development of foundational physical, self management, communication, analysis and planning skills are necessary
competencies for healthy and balance living.
1.3a12- Evaluate the validity of health information
Knowledge – Students will know:
• The components of stages of change
• The components of SMART goal setting
• Social norms theory
• Value of personal metrics
• Criteria for a valid and reliable health article
Skills – Students will be able to:
• Self Direction & Resourcefulness: transfer knowledge and skills from one context to another in relation to stages of change and SMART goals
• Critical Thinking and Reasoning: recognize values, beliefs, bias, and perspective while applying the social norm theory
• Problem Solving and Innovation: detect patterns and anomalies in data while creating personal data collection tools with meaningful indicators
• Critical Thinking and Reasoning: use critical reading strategies to develop meaning from text while analyzing health articles
[Personal Wellness 11] Curriculum Map (July 2009)
Property of Farmington Public Schools
Page 6
Stage II – Major Summative Assessments
Assessment
Rubric or Grading Criteria
Written assessment on foundational skills needed to institute behavior change in wellness. Will
include SMART goal design, the use of personal metrics and the ability to analyze a wellness
related article.
Stage III – Learning Plan
Unit Instructional Overview
Students will learn the skills needed to incorporate behavior change in this unit. The unit will start with the theoretical concepts of the stages of
behavior change and social norms. Students will be guided through the skills of accessing valid health information, analyzing research articles,
creating personal data collection tools, and writing SMART goals. All of these skills will be viewed through the lens of how they impact behavior
change.
Guiding Question, Big
Idea or Major Concept
Core Assured Learning Experiences (the major work of the discipline
that all students will perform during the unit)
Formative Check for Understanding
(identifies student misconceptions & provides
feedback for teachers to adjust instruction; not
counted in student grade) or Self-Reflection
What are behavior change
theories?
How do I use information
to impact behavior
change?
How do I create goals
that impact behavior?
Stages of change and social norms theories
Class discussion
Article analysis and entry into Noodletools
Personal Metrics data tool
Partner check
SMART goal setting
Rough draft submission
[Personal Wellness 11] Curriculum Map (July 2009)
Property of Farmington Public Schools
Page 7
Unit 3: Movement Labs
Length of unit: 8 days
Essential Questions
• How do I learn movement skills and apply them in cooperative, competitive, and exercise training movement experiences?
• How can personal metrics be used to affect my overall wellness?
Stage I – Desired Results
Personal Wellness 11 EU# 2 Literacy related to physical activity and health is necessary for students to be able to access, evaluate, and use core content
information from various sources to achieve overall wellness.
2.1a12- Demonstrate an understanding of what the body does, where the body moves, how the body performs and movement and relationships that
enable skilled performances
Knowledge – Students will know:
• Variety of movement forms
Personal Wellness 11 EU# 3 Students need to be able to implement realistic plans that demonstrate an understanding of concepts that support lifelong
wellness.
3.1b12-Apply characteristics of performance in a variety of activities for purposeful, recreational, skill and fitness outcomes
Skills – Students will be able to:
• Self Direction & Resourcefulness: manage time and organize tasks while planning and leading an activity
• Critical Thinking and Reasoning: notice patterns and analyze cause and effect while looking at various movement forms
• Communication and Collaboration: participate effectively in a team, actively listen and respond to the ideas of others, share responsibility for outcomes,
articulate ideas while planning and leading an activity
[Personal Wellness 11] Curriculum Map (July 2009)
Property of Farmington Public Schools
Page 8
Stage II – Major Summative Assessments
Assessment


Rubric or Grading Criteria
“Teach an Activity”: Students (small groups) will research a movement form of their
choice and lead the entire class through an activit.y
Individual reflection using data from personal metrics and evidence of learning about
various movement forms
Stage III – Learning Plan
Unit Instructional Overview
Guiding Question, Big
Idea or Major Concept
Core Assured Learning Experiences (the major work of the discipline
that all students will perform during the unit)
[Personal Wellness 11] Curriculum Map (July 2009)
Property of Farmington Public Schools
Formative Check for Understanding
(identifies student misconceptions & provides
feedback for teachers to adjust instruction; not
counted in student grade) or Self-Reflection
Page 9
Unit 4: Psychology of Eating
Length of unit: 8 days
Essential Questions
• What impacts the way we eat and how do we make informed decisions about nutrition?
•What is the impact of nutrition on my personal wellness?
Stage I – Desired Results
Personal Wellness 11 EU# 1-The development of foundational physical, self management, communication, analysis and planning skills are necessary
competencies for healthy and balance living.
1.5c-Examine factors that may influence the personal selection of health information, products, and services
Knowledge – Students will know:
• Drivers of consumption
• Marketing impact on nutrition
• Fad diets
Skills – Students will be able to:
• Critical Thinking and Reasoning: access, interpret, analyze, and evaluate ideas and information, synthesize prior learning with new knowledge, and reflect
critically when examining the drivers of consumption, nutrition marketing, and fad diets
[Personal Wellness 11] Curriculum Map (July 2009)
Property of Farmington Public Schools
Page 10
Stage II – Major Summative Assessments
Assessment
Rubric or Grading Criteria
“Fad Diet Analysis”: Students will choose a fad diet of their choice and conduct a mini-research
project. Included in their project will be a problem statement, a review of literature, a
hypothesis, methods, results, and discussion.
Stage III – Learning Plan
Unit Instructional Overview
Guiding Question, Big
Idea or Major Concept
Core Assured Learning Experiences (the major work of the discipline
that all students will perform during the unit)
[Personal Wellness 11] Curriculum Map (July 2009)
Property of Farmington Public Schools
Formative Check for Understanding
(identifies student misconceptions & provides
feedback for teachers to adjust instruction; not
counted in student grade) or Self-Reflection
Page 11
Unit 5: Personal Improvement Portfolio
Length of unit: 8 days
Essential Questions
• How do I change, improve, or develop a personal area of interest related to wellness?
Stage I – Desired Results
Personal Wellness 11 EU# 3 Students need to be able to make increasingly independent decisions and implement realistic plans that demonstrate an
understanding of concepts that support lifelong wellness. This includes the ability of students to advocate for the value of healthy and balanced living for
themselves, their families, schools, and communities.
3.5b12- Analyze personal health status to determine needs
Skills – Students will be able to:
• Problem Solving and Innovation: brainstorm ideas when identifying areas of personal health need
• Problem Solving and Innovation: detect patterns and anomalies in data when examining their baseline health data
3.4a12- Use the goal-setting process to enhance health
Skills – Students will be able to:
• Self Direction & Resourcefulness: explore interests, take initiative, set goals, demonstrate persistent effort when researching their topic, work to overcome
obstacles and learn from mistakes while creating their SMART goal, implementing their goal, and reflecting on their level of behavior change
[Personal Wellness 11] Curriculum Map (July 2009)
Property of Farmington Public Schools
Page 12
Stage II – Major Summative Assessments
Assessment
Rubric or Grading Criteria
“Personal Improvement Portfolio”(PIP) : Students will brainstorm an area of their life that they
feel needs change, improvement, or development. They will research their topic and create a
data collection tool that they can use to get baseline data about themselves. Once they have
identified the problem area, students will create a SMART goal with weekly benchmarks.
They students will then implement their goal for four weeks and reflect weekly about their
progress. They will complete a final reflection about their overall success/behavior change.
All of this will be compiled and submitted in a final portfolio.
Stage III – Learning Plan
Unit Instructional Overview
Guiding Question, Big
Idea or Major Concept
Core Assured Learning Experiences (the major work of the discipline
that all students will perform during the unit)
[Personal Wellness 11] Curriculum Map (July 2009)
Property of Farmington Public Schools
Formative Check for Understanding
(identifies student misconceptions & provides
feedback for teachers to adjust instruction; not
counted in student grade) or Self-Reflection
Page 13
Unit 6: Movement Labs
Length of unit: 8 days
Essential Questions
• How do I learn movement skills and apply them in cooperative, competitive, and exercise training movement experiences?
• How do personal metrics affect my overall wellness?
Stage I – Desired Results
Personal Wellness 11 EU# 2 Literacy related to physical activity and health is necessary for students to be able to access, evaluate, and use core content
information from various sources to achieve overall wellness.
2.1a12- Demonstrate an understanding of what the body does, where the body moves, how the body performs and movement and relationships that
enable skilled performances
Knowledge – Students will know:
• Variety of movement forms
Personal Wellness 11 EU# 3 Students need to be able to implement realistic plans that demonstrate an understanding of concepts that support lifelong
wellness.
3.1b12-Apply characteristics of performance in a variety of activities for purposeful, recreational, skill and fitness outcomes
Skills – Students will be able to:
• Self Direction & Resourcefulness: manage time and organize tasks while planning and leading an activity
• Critical Thinking and Reasoning: notice patterns and analyze cause and effect while looking at various movement forms
• Communication and Collaboration: participate effectively in a team, actively listen and respond to the ideas of others, share responsibility for outcomes,
articulate ideas while planning and leading an activity
[Personal Wellness 11] Curriculum Map (July 2009)
Property of Farmington Public Schools
Page 14
Stage II – Major Summative Assessments
Assessment


Rubric or Grading Criteria
“Teach an Activity”: Students (small groups) will research a movement form of their
choice and lead the entire class through an activity
Individual reflection using data from personal metrics and evidence of learning about
various movement forms
Stage III – Learning Plan
Unit Instructional Overview
Guiding Question, Big
Idea or Major Concept
Core Assured Learning Experiences (the major work of the discipline
that all students will perform during the unit)
[Personal Wellness 11] Curriculum Map (July 2009)
Property of Farmington Public Schools
Formative Check for Understanding
(identifies student misconceptions & provides
feedback for teachers to adjust instruction; not
counted in student grade) or Self-Reflection
Page 15
Unit 7: Movement Theory
Length of unit: 8 days
Essential Questions
 How do school, society and American culture impact the way we move and play?
• What is the impact of movement and play on my personal wellness?
Stage I – Desired Results
Personal Wellness 11 EU#2 Literacy related to physical activity and health is necessary for students to be able to access, evaluate, and use core content
information from various sources to achieve overall wellness.
2.1a12-Demonstrate an understanding of what the body does, where the body moves, how the body performs the movement and relationships that enable
skilled performances
Knowledge – Students will know:
• Importance of play across the lifespan
• Impact society and culture has on movement
Skills – Students will be able to:
• Critical Thinking and Reasoning: make connections between new information and prior knowledge, recognize values, beliefs, bias, and perspective while
examining the concept of play and how society impacts it
2.2a12-Use physiological data to assess and adjust activities to maintain or improve personal level of health-related fitness
Skills – Students will be able to:
• Critical Thinking and Reasoning: analyze and evaluate data to draw conclusions while examining their own data related to physical activity
[Personal Wellness 11] Curriculum Map (July 2009)
Property of Farmington Public Schools
Page 16
Stage II – Major Summative Assessments
Assessment
Rubric or Grading Criteria
“Play Log”: students will log their own physical activity and play while qualitatively recording
how they feel physically, intellectually, emotionally, and socially while engaged in physical
activity and play. They will then recognize patterns, draw conclusions, and reflect on their
own level of physical activity from their findings.
Stage III – Learning Plan
Unit Instructional Overview
Guiding Question, Big
Idea or Major Concept
Core Assured Learning Experiences (the major work of the discipline
that all students will perform during the unit)
[Personal Wellness 11] Curriculum Map (July 2009)
Property of Farmington Public Schools
Formative Check for Understanding
(identifies student misconceptions & provides
feedback for teachers to adjust instruction; not
counted in student grade) or Self-Reflection
Page 17
Unit 8: Recovery
Length of unit: 8 days
Essential Questions
• How can recovery help the mind and body to achieve healthy and balanced living?
Stage I – Desired Results
Personal Wellness 11 EU# 2 Literacy related to physical activity and health is necessary for students to be able to access, evaluate, and use core content
information from various sources to achieve overall wellness.
2.3d12-Use and evaluate appropriate strategies to promote well-being, delay onset and reduce risks of potential health problems during adulthood
Knowledge – Students will know:
• Stages of sleep
• Exercise recovery phases
Skills – Students will be able to:
• Critical Thinking and Reasoning: analyze and evaluate data to draw conclusions while examining their own data related to sleep
Personal Wellness 11 EU# 3 Students need to be able to implement realistic plans that demonstrate an understanding of concepts that support lifelong
wellness.
3.5d12-Evaluate and apply appropriate stress management strategies
Knowledge – Students will know:
 Recovery for the mind
• Stress management techniques
Skills – Students will be able to:
• Critical Thinking and Reasoning: analyze and evaluate data to draw conclusions while examining their own data related to stress
[Personal Wellness 11] Curriculum Map (July 2009)
Property of Farmington Public Schools
Page 18
Stage II – Major Summative Assessments
Assessment
Rubric or Grading Criteria
“Sleep & Stress Log”: students will log their own sleep and stress. They will then recognize
patterns, draw conclusions, and reflect on their findings.
Stage III – Learning Plan
Unit Instructional Overview
Guiding Question, Big
Idea or Major Concept
Core Assured Learning Experiences (the major work of the discipline
that all students will perform during the unit)
[Personal Wellness 11] Curriculum Map (July 2009)
Property of Farmington Public Schools
Formative Check for Understanding
(identifies student misconceptions & provides
feedback for teachers to adjust instruction; not
counted in student grade) or Self-Reflection
Page 19
Unit 9: Movement Labs
Length of unit: 8 days
Essential Questions
• How do I learn movement skills and apply them in cooperative, competitive, and exercise training movement experiences?
• How do personal metrics affect my overall wellness?
Stage I – Desired Results
Personal Wellness 11 EU# 2 Literacy related to physical activity and health is necessary for students to be able to access, evaluate, and use core content
information from various sources to achieve overall wellness.
2.1a12- Demonstrate an understanding of what the body does, where the body moves, how the body performs and movement and relationships that
enable skilled performances
Knowledge – Students will know:
• Variety of movement forms
Personal Wellness 11 EU# 3 Students need to be able to implement realistic plans that demonstrate an understanding of concepts that support lifelong
wellness.
3.1b12-Apply characteristics of performance in a variety of activities for purposeful, recreational, skill and fitness outcomes
Skills – Students will be able to:
• Self Direction & Resourcefulness: manage time and organize tasks while planning and leading an activity
• Critical Thinking and Reasoning: notice patterns and analyze cause and effect while looking at various movement forms
• Communication and Collaboration: participate effectively in a team, actively listen and respond to the ideas of others, share responsibility for outcomes,
articulate ideas while planning and leading an activity
[Personal Wellness 11] Curriculum Map (July 2009)
Property of Farmington Public Schools
Page 20
Stage II – Major Summative Assessments
Assessment


Rubric or Grading Criteria
“Teach an Activity”: Students (small groups) will research a movement form of their
choice and lead the entire class through an activity
Individual reflection using data from personal metrics and evidence of learning about
various movement forms
Stage III – Learning Plan
Unit Instructional Overview
Guiding Question, Big
Idea or Major Concept
Core Assured Learning Experiences (the major work of the discipline
that all students will perform during the unit)
[Personal Wellness 11] Curriculum Map (July 2009)
Property of Farmington Public Schools
Formative Check for Understanding
(identifies student misconceptions & provides
feedback for teachers to adjust instruction; not
counted in student grade) or Self-Reflection
Page 21