HEALTH I – MS. DECKER & MR. PREZIOSI
 

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lesson

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CLASS WORK

MAKE-UP WORK

     

THE 7 HABITS OF HIGHLY EFFECTIVE TEENS

2/3   1
2/4   2 Discuss issues that occur in HS

7 Habits of Highly Effective Teens

  • students will take "Personal Habits Survey"
  • class will review habits as a group
  • teacher will introduce "7 Habits" by Steven Covey
  • students will be assigned a group (1-7) and each will skim information on the habit they will present to the class
  • Group will then discuss what information/concepts are critical to their Habit

   

What are the secrets to success in high school and in the future?

7 Habits of Highly Effective Teens

  • Get a copy of one of the 7 Habits.
  • Read and summarize - 250 words

***When you have completed your work submit it to your teacher to receive credit for class participation for the day.

2/5   3 7 Habits of Highly Effective Teens
  • Group will create a Power Point presentation explaining their habit.
  • Group 6 may use The Cold Within

What are the secrets to success in high school and in the future?

7 Habits of Highly Effective Teens

  • Get a copy of one (another one if absent yesterday) of the 7 Habits.
  • Read and summarize -250 words

***When you have completed your work submit it to your teacher to receive credit for class participation for the day.

2/6

2/10

  4

5

7 Habits of Highly Effective Teens
  • The leader from each group will go to another group to listen to and critique their presentation.
  • groups can then evaluate their PPT and modify if necessary.
  • Presentations
  • Students will all formulate a summary of each of the Habits

What are the secrets to success in high school and in the future?

7 Habits of Highly Effective Teens

  • Get notes from a classmate to complete "Habits Worksheet"

***When you have completed your work submit it to your teacher to receive credit for class participation for the day.

2/11   6 7 Habits of Highly Effective Teens
  • using "synergistic" groups, each person in the group will look up ideas for caring for one of the following: (1) body (2) mind (3) heart (4) soul (which ever topic the group was assigned

  • each group will create a poster for their topic listing  the top 10 ways for  caring for the body/mind/heart/soul

  • For sample poster and poster template go to studapps>DECKER>Health I

  • Assign HOMEWORK 1 - writing a personal mission statement

 Information on writing a mission statement

 

What are the secrets to success in high school and in the future?

  • Create a poster for the top 10 ways for  caring for *(choose 1) the body/mind/heart/soul

  • For sample poster and poster template go to studapps>DECKER>Health I

***When you have completed your work submit it to your teacher to receive credit for class participation for the day.

2/12   7 7 Habits of Highly Effective Teens
  • review Habit #5

  • read Communication Styles

  • in groups, create a skit that demonstrates one of the four communication styles

  • present skit

  • Class will guess which skill are being presented. 

 

What are the secrets to successful relationships in high school and in the future?

***When you have completed your work submit it to your teacher to receive credit for class participation for the day.

2/18   8

HE.9-12.2.2.12.A.1 - [Cumulative Progress Indicator] - Employ skills for communicating with family, peers, and people from other backgrounds and cultures that may impact the health of oneself and others.

HE.9-12.2.2.12.A.2 - [Cumulative Progress Indicator] - Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts.

  • view PPT presentation on "Conflict Resolution"; take notes and participate in class discussion.

  • Using this worksheet read communication success and take notes

What are the secrets to successful relationships in high school and in the future?

***When you have completed your work submit it to your teacher to receive credit for class participation for the day.

     

CLASS WORK

MAKE-UP WORK

     

PERSONAL FITNESS

2/20

  9

7 Habits test

 

Personal Fitness

 

HE.9-12.2.1.12.A.1 - [Cumulative Progress Indicator] - Analyze the role of personal responsibility in maintaining and enhancing personal, family, community, and global wellness.

 

How does "sharpening the saw" increase my chances of success in the future?

Personal Fitness

 

***When you have completed your work submit it to your teacher to receive credit for class participation for the day.

2/23   10

“Eat to Win: Nutrition for Athletes"

How does "sharpening the saw" increase my chances of success in the future?

 

***When you have completed your work submit it to your teacher to receive credit for class participation for the day.

 

2/24   11

Diet and Influence on Food Choices (2 days)

 http://www.jhsph.edu/research/centers-and-institutes/teaching-the-food-system/curriculum/diet_and_food_choice.html

How does "sharpening the saw" increase my chances of success in the future?

Make up 7 habits test

 http://www.jhsph.edu/research/centers-and-institutes/teaching-the-food-system/curriculum/diet_and_food_choice.html

***When you have completed your work submit it to your teacher to receive credit for class participation for the day.

2/25   12

(2 days)  Computer Research - using the following sites students will (1)complete  worksheet and (2) count the calories in the food they ate yesterday

HE.9-12.2.1.12.B.3 - [Cumulative Progress Indicator] - Analyze the unique contributions of each nutrient class (fats, carbohydrates, protein, water, vitamins, and minerals) to one's health.

How does "sharpening the saw" increase my chances of success in the future?

***When you have completed your work submit it to your teacher to receive credit for class participation for the day.
2/27   13

Essential Nutrients/Food Labels

Eating and Emotions fill out questionnaire and participate in class discussion

How does "sharpening the saw" increase my chances of success in the future?

 

EATING RIGHT

Write an article for a nutrition magazine entitled “EATING RIGHT”.  You will need to include the following:

  • How the Standard American Diet affects health

  • Risk factors; things to avoid

  • Things you should have in your diet (fiber, etc); major food groups; essential nutrients

  • How to read food labels

  • How to reduce childhood and adult obesity

Complete worksheets:
  • Nutrition Facts

  • Reading a Food Label

  • Complete "Eating Right" article

EATING RIGHT

Write an article for a nutrition magazine entitled “EATING RIGHT”.  You will need to include the following:

  • How the Standard American Diet affects health

  • Risk factors; things to avoid

  • Things you should have in your diet (fiber, etc); major food groups; essential nutrients

  • How to read food labels

  • How to reduce childhood and adult obesity

  • the final draft should look like a magazine article

***When you have completed your work submit it to your teacher to receive credit for class participation for the day.

 
   

lesson

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CLASS WORK

MAKE-UP WORK

       

DATING/RELATIONSHIPS

    14

Girls and Guys

  • same sex groups list what makes the opposite sex attractive to them

  • Class makes a list of ways to attract the opp. sex

  • maintaining dignity - dress, etc.

  • Reasons for sexual activity group worksheet

  • Discuss Abraham Maslow's Needs

What are the secrets to successful relationships in high school and in the future?

Get notes from classmate for Girls and Guys and submit to teacher.

***When you have completed your work submit it to your teacher to receive credit for class participation for the day.

    15

HE.9-12.2.4.12.B.2 - [Cumulative Progress Indicator] - Evaluate information that supports abstinence from sexual activity using reliable research data.

 

Sexual activity or abstinence?

  • Explain assignment: Write an article, "Why I will remain abstinent until I am in a mutually monogamous relationship that promises to be a lifetime commitment."

  • view "Skills for Healthy Living: Sex or Consequences" on Discovery Education and take notes

  • Do further research regarding the benefits of abstinence

  • Complete assignment

What are the costs being sexually active?

Sexual activity or abstinence?

  • Do research on the benefits of abstinence

  • Write an article, "Why I will remain abstinent until I am in a mutually monogamous relationship that promises to be a lifetime commitment."

What are the costs being sexually active?

***When you have completed your work submit it to your teacher to receive credit for class participation for the day.

    16

HE.9-12.2.4.12.B.2 - [Cumulative Progress Indicator] - Evaluate information that supports abstinence from sexual activity using reliable research data.

HE.9-12.2.2.12.B.1 - [Cumulative Progress Indicator] - Predict the short- and long-term consequences of good and poor decision-making on oneself, friends, family, and others.

 

Sexual activity or abstinence?

  • Class discussion: benefits of abstinence and consequences of teen sex
  • Groups make a list, "You're ready if.."
  • Class discussion and complilation of one list.
  • STD True and False

What are the costs being sexually active?

Sexual activity or abstinence?

  • Do research on the consequences of teen sexual activity

  • List the consequences of STDs

  • List the consequences of teen pregnancy

What are the costs being sexually active?

***When you have completed your work submit it to your teacher to receive credit for class participation for the day.

 

   

17

18

(2 days) "She's Too Young"

What are the costs being sexually active?

Day 1   Research TEENS AND STD'S.  Write a 150 word paper summarizing your reading.

Day 2  Same as above.  If you are absent both days make your paper 300 words.

***When you have completed your work submit it to your teacher to receive credit for class participation for the day.

    19 Dating and STD's
  • Students will agree or disagree with other student reflections from the movie.
  • view, "Sex is Not a Game"

What are the costs being sexually active?

Go to studapps; then to "Decker" file.  Review the STD power point. Briefly describe each disease and make sure you understand the true and false.
    20 Dating Violence

HW DUE 3/28    Read the following information on dating rights: http://www.atg.wa.gov/page.aspx?id=1968#.UPLsgaXB5UQ

and dating abuse   http://www.atg.wa.gov/page.aspx?id=1970#FAQ2

Create a brochure regarding dating violence including:

  • What is it?
  • Statistics
  • Warning signs
  • How to protect yourself
  • Steps to take if assaulted

What are the signs that a relationship is dangerous?

Print and fill out this stay or go survey 

Same as class work (box to the left of this)

***When you have completed your work submit it to your teacher to receive credit for class participation for the day.

   

lesson

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CLASS WORK

MAKE-UP WORK

     

ALCOHOL, TOBACCO, AND OTHER DRUGS

    21

Students will create a power point or other presentation for drugs of abuse:

 

tobacco video

commonly abused drugs

commonly abused prescription drugs

health effects of abused drugs

drug abuse and the community

  1. Alcohol and Cannabinoids

  2. Opioids and prescription Opioids

  3. Stimulants and prescription stimulants

  4. Club drugs, Steroids, and Inhalants

  5. Dissociative Drugs and Hallucinogens

  6. Prescription depressants

  7. Effects of drug/alcohol abuse on communities

  8. Relations of drug abuse to the incidence of drug related injury, illness, and death

  9. How do we determine whether or not a medicine is effective?

Students will create lists:

  • top 10 reasons teens drink

  • top 10 reasons teens should not drink

teens and alcohol this site will give you some ideas

Maslow's hierarchy of needs this will help you to see what needs drinking might be satisfying

Why get high? What are the risks?

Research topic #9 in today's lesson and prepare a power point presentation.

***When you have completed your work submit it to your teacher to receive credit for class participation for the day.

    22 Commonly abused drugs
  • Students will each be assigned a drug to research.
  • using pictures and dialog only student will make a presentation that will (1) describe drug, (2) the short and long term effects, (3) and tell a story about someone who tried the drug or became a user

Why get high? What are the risks?

 
    23

 

Student presentation of ATOD information

  • each group presents
  • students take note on others' presentations

Why get high? What are the risks?

Get notes from classmate.

***When you have completed your work submit it to your teacher to receive credit for class participation for the day.

    24

Risky behaviors

  • students will evaluate and rank risky behaviors

A drugless high

·        “A Natural High” video

·        Students list all of those things that give them a drugless high

Why get high? What are the risks?

Complete worksheet Teen Drinking

 

HOMEWORK: Write an article for the school newspaper entitled "What all of us can do to remedy the alcohol problem at WDHS?"

***When you have completed your work submit it to your teacher to receive credit for class participation for the day.

    25 "Addictions" - Power Point presentation and discussion

HE.9-12.2.3.12.C.2 - [Cumulative Progress Indicator] - Analyze the effectiveness of various strategies that support an individual's ability to stop abusing drugs and remain drug-free.

Why get high? What are the risks?

Get "hard" copy of notes.  Summarize and submit

***When you have completed your work submit it to your teacher to receive credit for class participation for the day.

    26

Individual Natural High each student will tell the class about theirs

 

Stress

  • How vulnerable are you to stress?

  • Stressors and Responses

  • Read, list, and explain 10 signs of an ailing mind physical and mental signs that may indicate emotional stress

  • Go to Stress and Coping Center and click on three (3) situations that you would like to know more about.  Take notes including (1) what the problem is and (2) what steps you can take to deal with the problem

Why get high? What are the risks

Turn in paragraph about your "natural high"

 

***When you have completed your work submit it to your teacher to receive credit for class participation for the day.

    27

Stress Management

  • groups discuss positive ways to deal with stress

  • class discusses results of brainstorming

  • class receives list of emotional regulators and discusses

HE.9-12.2.1.12.E.4 - [Cumulative Progress Indicator] - Develop a personal stress management plan to improve/maintain wellness.

 

Skills for Dealing With STRESS
  • Behaviors we want to decrease and ones we want to increase

  • Crisis Survival Strategies

How does one maintain good mental health?

Pick your favorite 10 from the list of emotional regulators

***When you have completed your work submit it to your teacher to receive credit for class participation for the day.

    28

Practice  Crisis Survival Strategies

  • Self Soothing - vision (slide show)
  • Improving the moment
Introduction to and practice self-soothing strategies; hand out emotions "cheat sheet"
  • hearing (variety of music styles and how they affect moods; what emotions they bring out)
  • tasting - let candy dissolve in the mouth and describe the sensations

Rea4hing Limits, Reaching Out (4)

·        Profile six different coping patterns often used by teens

·        Brainstorming positive ways to support friends in crisis

·        The art of resiliency

How does one maintain good mental health?

Finish notes: Skills for Dealing with Stress

Write a 200 word paper describing ways you can soothe yourself when you are under stress.

***When you have completed your work submit it to your teacher to receive credit for class participation for the day.

    29 Crisis Survival Strategies - improving the current moment
  • finish notes on CSS; improving the moment
  • imagery - Listen to and practice imagery
  • relaxation - listen to and practice relaxation

How does one maintain good mental health?

Research and write 100 words on each of the following:
  1. Use of imagery as a means of relaxation.
  2. Relaxation strategies

***When you have completed your work submit it to your teacher to receive credit for class participation for the day.

    30 HE.9-12.2.1.12.C.3 - [Cumulative Progress Indicator] - Determine the emotional, social, and financial impact of mental illness on the family, community, and state.

Common mental disorders of young adults:  COMPLETE THE CHART AND DISCUSS HELPFUL STRATEGIES ON THE BACK.

How does one maintain good mental health?

Fill in this chart

***When you have completed your work submit it to your teacher to receive credit for class participation for the day.

    31 Final Exam Make up exam
    32 "Who I'll be in 2017"

Students will write a paper about where they see themselves their senior year approaching graduation.

  • school successes
  • resume of clubs and/or sports throughout high school
  • dating relationships
  • relationships with friends
  • relationships with family
  • plans after graduation

Teacher will read advice from seniors.  Discuss why seniors may not have reached their goals. 

  no make up