Pamela Boulerice

Health Education Program    

7th grade   every other day for 20 weeks; 10 Week Credit    

8th grade   every other day for 20 weeks; 10 Week Credit   

High School    every day for 20 weeks    

Women's Health and Wellness  (11th and 12th grade students) 20 weeks        

Contact Information

518-594-3962    

pboulerice@nacs1.org    

Classroom Rules & Procedures

Welcome to Health Education. In order to guarantee your child and all students in my classroom receive the excellent educational environment they deserve, the following discipline plan is in effect at all times.    

When in my class, students are expected to comply with the following guidelines:    

  • Be in class seated when 2nd bell rings ready to participate in class activities.
  • Be prepared for class with binder, pencil/pen, homework, book, etc., as per required.
  • Keep hands/feet/objects to yourself. Respect yourself and others as well as their things.
  • Be tolerant & sensitive to other people’s feelings, no putdowns, and respect differences.
  • Raise your hand to be recognized before speaking.
  • Assignments are considered completed on time if handed in when collected by teacher the period they are due.
  • If student does not comply, one or more of the following consequences will occur:
    • inappropriate behavior, a verbal warning or
    • develop a personal goal, plan and contract signed by parent.
    • parents contacted and/or office referral.
  • If a student is severely disruptive:
    • any behavior that is a threat to oneself or others, open defiance or rudeness to teacher, fighting, vandalism, cheating, or stopping the class from functioning. ..
    • will receive immediate appropriate consequences:
      • Assigned to another seat, Office Referral, ISS, After School Detention, Sent to Assistant Principal or Principal, and/or call to Parents. Refer to your School Hand Book.

Included in my Discipline Plan are ways to positively reinforce students who handle themselves appropriately. In addition to using frequent praise, I will provide students with interactive class activities and usually no homework on weekends (some long term projects), Unit parent letter in on time/receive late assignment coupon/use in that unit with late completed assignment for full credit/hand in prior to day of Unit Test.    

In order for this plan to have its greatest effect, I need your support. Please discuss with your child, sign, and return with the understanding your child has ongoing permission to stay after school to make up homework or for class discipline as necessary. This page will be in your child’s binder for your reference. If you have any suggestions about the program or how I can help your child be successful,    

please contact me at 594-3962 or email: pboulerice@nacs1.org    

Health Education

The primary responsibilities of health education are to encourage students to explore their own habits, attitudes, and behaviors; to discover for themselves the need for good health; and to pursue a course of action, based on current knowledge, for experiencing the "good life."    

Purpose: This course is designed through experiential and authentic learning to help you:    

  • understand the concept of Holistic Health and set goals for successful and healthy living.
  • build self-confidence, problem solving, communication, and decision making skills.
  • develop healthy relationships, resist negative peer pressure.
  • adapt healthy habits and live health wise and drug free lives.
  • understand and take responsibility for your body and mind as you grow and change.

Students are expected to maintain an organized Health Binder as per instructed. A class binder is available for student reference. Students need to cover their Health Book, hand in assignments in class on due date for full credit; late  1 day half credit; assignments are accepted after that, but not necessarily with any credit. Posted on board for every chapter: assignment and due dates, handouts/page numbers, and tentative quiz and test dates.    

Absent: for full credit-student is responsible for missed assignments. All missed handouts can be picked up from the handout box and completed for next day (or time allotted).    

Missed Quiz/Test-student is responsible to make arrangements to take within 2 days back.
Most days I am available before/after school and prep periods that vary per semester.    

Parents: please be alert to chapter  "Parent Letters", progress reports, and scheduled homework on Chapter Assignment sheets. These items inform you of what we are doing in class and of your child's progress. Please read them with your child, sign, and return for credit.     

Feel free to contact me at school at 594-3962 or pboulerice@nacs1.org with any questions concerning classes or your child's progress.    

8th Grade    

Organizing Your Binder: (can earn you up to 100 points per 5 weeks for organization and journal)    

Open your binder to 1st Divider: "A" section    

A 1-Course Description and Outline
A 2-Classroom Expectations
A 3-Binder Organize Sheet (this sheet)    

Skills Based Curriculum:   Tentative Topics of Discussion    

  • 2nd Divider: B Holistic Health and Advocacy ( Ch 1 Lesson 1 - 3 )
  • 3rd Divider:  C 21 Century Skills; Communication, Anger Management. Decision Making,  Problem Solving and Managing Stress ( Ch 2   les 1,2,3 )
  • 4th Divider:  D Relationships and Social Health  ( Ch 4  les 2;  Ch 5 les1;  Ch 6 les 1 )
  • 5th Divider:  E Growth and Development  ( Ch 15  les 8;  Ch 16 les 1 & 3  )
  • 6th Divider:  F Communicable Diseases: STI,  HIV/AIDS   (Ch 17)
  • 7th Divider: G 8  Categories of Drugs review

Other topics of Interest:    

Physical Health: Drugs, Tobacco, Alcohol; Growth and Development and Weight Issues    

Emotional Health: Grieving Process, Loss, Death, and Suicide    

Each unit begins with an assignment sheet, thus labeled B1 C1,...a Parent Letter, B2, C2,    

Followed by Study Guides and Concept Mapping for studying main concepts for test.    

  • 8th Divider: Journal: need 25 sheets of loose leaf paper; Each day write three to five sentences about something that you experienced since our last class that you feel you want to remember.
  • or answer the question on the board,
  • or answer the question on the board and write a sentence or 2 about yourself.

High School

Organizing Your Binder: (can earn you 100 points per 10 weeks for organization and journal)    

Open your binder to 1st divider: "A" section    

A 1-Course Description and Outline
A 2-Class Expectations
A 3-Binder Organize Sheet    

Skills Based Curriculum: Self-Management, Relationship Management, Stress Management, Communication, Decision Making, and Planning and Goal Setting Skills, and Advocacy.    

Tentative Discussion Topics: Health is Dynamic thus what we focus on    

  • 2nd Divider: B Holistic Health     (Book Chapter 1  Lesson  1-4)
  • 3rd Divider: C Planning and Goal Sitting     ( Ch 2  Lesson 2)
  • 4th Divider: D Relationships
  • 5th Divider: E  Adolescence and Development ( Ch 16  les 2, 3 )
  • 6th Divider: F Communicable Diseases: STI,HIV/AIDS, Hepatitis B ( Ch 24  les 1-4 )
  • 7th Divider:  Project
  • 8th Divider: P Parenting Skills and Babies (Parenting Book focus ( Ch 1-3 )

Other possible topics:    

  • Alternative Medicines
  • Community CPR: American Red Cross Workbook
  • Non-Communicable Diseases: Heredity, Cancer, Heart
  • Emotional Health: Dealing with loss, grief, death, suicide

Each unit begins with an assignment sheet, thus labeled B1, C1, D1...a Parent Letter, B2, C2...vocabulary and Learning Objectives, B3, C3    

  • 9th Divider: Article Summary (1 in class and 1 per unit assigned)
  • We will do the first article summary in class to demonstrate the process. An Article Summary form with directions and blank forms are provided. A student may choose to type the report, as instructed, for 10 bonus points. We will spend one period in the library allowing students time to locate articles for some of their reports.
  • 10 Divider: Health and Wellness Journal: need 25 sheets of lose leaf paper; Everyday write a journal entry 4-5 sentences relating to the assigned topic or when designated one of your choice.

Women's Health and Wellness Elective  

Women's Health and Wellness is a progressive comprehensive course focusing on health and wellness issues pertinent to women in their young adult years through middle adulthood.  It is designed through authentic learning and is learner-centered to assist students in  understanding and applying the concept of holistic health as they explore common personal health and wellness issues such as exercise, nutrition, stress, emotions, the grieving process, relationships, dating violence, date rape, and acute and chronic diseases.   

Activities focus on resourcefulness and self-sufficient living skills such as sewing, cooking, gardening and canning, technology, and consumer issues and management.    

Students will be exposed to relevant community agencies, participate in a community project and research and present information on famous women in our society and history.   

The topic of women's health is vast, therefore students will have the opportunity to select some areas of concern for their class experience. Self-empowerment in relation to health promotion and disease prevention will be stressed.     

Students will:   

  • research and prepare an oral and written presentation, an informational poster, and a pamphlet on a famous women in our history.  Students also present in another class/public forum (Final Exam).  Presentations:student becomes the famous women and talks about herself and her life.      (Communication. Technology, Global Awareness)
  • select 5 issues/challenges facing women today and research and discuss possible solutions. (Problem Solving, Technology, Communication, Global awareness, Critical Thinking, Collaboration)
  •  develop a life line and design a memory pillow.  (Problem Solving, Technology, Collaboration, Communication, Life Skills)
  • plan a balanced meal and experience cooking and dinning.  (Collaboration, Communication, Technology, Problem Solving, Life Skills)
  •  develop their resourcefulness while choosing and providing a community service project.  (Collaboration, Problem Solving, Technology)
  • learn about the 8 learning styles, their individual leaning style and how to develop all learning styles. (Technology, Problem Solving, Collaboration)  
  •  have a voice in our studies and choose a topic of interest for a unit of study.  
  •  write in a daily journal including expressing something they are thankful for. 

  Other Possible topics:   

  • CPR and  Safety
  • Drugs 8 Categories
  • Non-communicable Diseases

 Grading Policy:    

  • Final Average is based on:

            1st Qt x 2 + 2nd Qt x 2 + final exam divided by 5 = final average    

  • Homework may be added in once, twice, or three times
  •   
  • Projects may count 4Xs
  •  
  • Quiz are added in 3Xs
  •  
  • Test are added in 2Xs
  •  
  • Assignments are considered completed on time if handed in when collected by teacher the period they are due.
  •  
  • Late assignments are accepted, but not necessarily with any credit.
  •  
  • Posted on board for every chapter: assignment and due dates, handouts/page numbers, and tentative quiz and test dates.    

Supplies Required:

  • 1 and 1/2" binder and Homework Folder
  •  
  • 6 dividers for 6th grade;        8 dividers for 8th grade;         10 dividers for High School;     5 Dividers for Women's Health and Wellness
  •  
  • 25 sheets of paper
  •  
  • 2 pens (blue or black ink) or pencils, and accent marker
  •  
  • a positive attitude to organize handouts, projects, and to be successful in Health Class. 

Reminders: 

  • Absent: for full credit-student is responsible for missed assignments. All missed handouts can be picked up from the handout box and completed for next day (or time allotted). 
  •  
  • Missed Quiz/Test: student is responsible to make arrangements to take within 2 days back.