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CLASS WORK

MAKE-UP WORK

THE 7 HABITS OF HIGHLY EFFECTIVE TEENS

Introduction

Computer information

    Habit # 1 - Be Proactive

• read "Be Proactive" article

• fill out worksheet and participate in class discussion

Why think before you act?

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

    Habit # 2 - Begin With The End in Mind

Information on writing a mission statement

Why is having a plan important?

Information on writing a mission statement

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

    Habit # 3 - Put First Things First

Why prioritize?

Read the attached Habit #3 article

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

    Habit # 4 - Think Win-Win

• introduction to public victories

• fill out Habit #4 questionnaire

• share answers with classmate

• class review - Define "relationship bank account"

How can both sides win?

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

    Habit # 5 - Seek First to Understand, Then to Be Understood

• read blog on Habit 5

• fill out worksheet

• communication activity

• review communication styles

Communication Styles

Why listen first?

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

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.

Groups will research and present information on all of the following topics:  List things you need to understand about those who are different from you and tips for communicating with them.

• communicating with family members

• communicating with difficult family members

• communicating with peers

• communicating with bosses

• communicating with people from other cultures

• communicating with people from different backgrounds

How does knowing another's background make it easier to communicate with them?

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

12/4

12/4

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

Conflict Resolution

• read the article conflict resolution

• view PPT presentation and answer questions

Why resolve conflicts?

• read the article conflict resolution

• view PPT presentation on Studapps in "Decker" folder and answer questions on the worksheet

    Habit # 6 - Synergize

• read this article explaining how to synergize

• research elsewhere on the internet to gain a better understanding of what it means to synergize.

• in groups create and then demonstrate an example of synergy.

• create synergistic groups; groups that have people with different skills and mindsets.

How do we get more than 2 when adding 1 + 1?

    Habit # 6 - Synergize

read this article explaining how to synergize

• read this article explaining how to synergize

• research elsewhere on the internet to gain a better understanding of what it means to synergize.

• create and then explain an example of synergy.

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

    Habit # 7 - Sharpen The Saw

• form 4 "synergistic" groups

• read information from the book

• each person will write ideas for caring for the (1) body (2) mind (3) heart (4) soul (which ever topic the group was assigned

• groups will create a document for their topic.  Example: "55 ways to care for the body"

• Review for 7 habits test

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

2. Read packet and summarize each section

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

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CLASS WORK

MAKE-UP WORK

PERSONAL FITNESS

7 Habits Review

Fitness Concepts research

Students will research to define fitness terms and principles

Why do I need to know about fitness?

Research and complete Fitness Vocabulary (edmodo post)

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

12/13

12/14

12/13

12/14 

12/12

12/13

12/13

12/14 

7 habits test

Fitness concepts

HE.9-12.2.1.12.B.1 - [Cumulative Progress Indicator] - Determine the relationship of nutrition and physical activity to weight loss, weight gain, and weight maintenance.

• Review Fitness Vocabulary

Why do I need to know about fitness?

Complete fitness vocabulary worksheet.

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

Personal Fitness Plan

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.

• design a personal fitness plan for one week using the FITT principles and including cardio, muscular fitness, and flexibility

• flexibility exercises: http://www.sportsinjuryclinic.net/rehabilitation-exercises/stretching-exercises

• groups will evaluate each person's plan

• fill out Your personal feelings about physical activity

• Read 101 ways to motivate yourself to get fit.   List 10 of these that you think will help you to get/stay motivated

How can I motivate myself to become/stay fit?  How responsible am I for my fitness?

• design a personal fitness plan for one week using the FITT principles and including cardio, muscular fitness, and flexibility

• fill out Your personal feelings about physical activity

• Read 101 ways to motivate yourself to get fit.

• List 10 that you will use and set up a log/journal to measure progress

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

“Eat to Win: Nutrition for Athletes"

• Take pretest

• View Video

• Take post test and discuss

What are the best fuels for my body?

Get Eat to Win notes from a classmate and submit to teacher

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

1/2

12/20

12/20

12/20

(2 days)

• Participate in class discussion and take notes on dietary trends in the US
• Predict the differences globally
• Complete dietary health intervention project

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

Why do we eat what we eat?  Why does it matter?

Day 1 - review vocabulary; look at slides up to "calorie intake" and take notes

Day 2 - Look at slides from "calorie intake" to the end; take notes

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

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

• go to mypyramid to find the amounts of each food group you need

• choosemyplate.gov

• www.Nutrition.gov 

• http://www.thecaloriecounter.com/

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.

1/4

1/3

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Fitness Vocabulary test

Essential Nutrients/Food Labels

• Reading a Food Label  http://www.mayoclinic.com/health/nutrition-facts/NU00293

• RDAs http://www.netrition.com/rdi_page.html

• http://acad.fcps.org/fon/essentialnutrients.htm  (essential nutrients)

Eating and Emotions fill out questionnaire and participate in class discussion

EATING RIGHT

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

1.           1.  Dietary advice for the average person: how much to eat, what to eat, what to avoid.

2.            2. What to look for on a food label to insure a sensible selection.

3.            3. An “EATING RIGHT” food campaign that will inspire people to eat healthy.  You are asking your reader to support this campaign.

• Nutrition Facts

• Reading a Food Label

• Complete "Eating Right" article

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

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CLASS WORK

MAKE-UP WORK

DATING/RELATIONSHIPS

1/7

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.

• Discuss Abraham Maslow's Needs

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

1/9

Sexual activity or abstinence?

• Reasons for sexual activity group worksheet

• Discussion "A case for abstinence"

• Get Reasons for Sexual Activity worksheet
• Follow directions on worksheet

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

“Sex and Consequences” –

·        View video and complete worksheet. 

·        Class discussion

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

HE.9-12.2.4.12.B.1 - [Cumulative Progress Indicator] - Predict the possible long-term effects of adolescent sex on future education, on career plans, and on the various dimensions of wellness.

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

1/14

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1/14

20

• view video about consequences of getting sexually involved as a teen
• Students write their reflections on the movie
• discuss student reflections

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.

• Students will agree or disagree with other student reflections from the movie.
• Review of 8th grade information regarding STD's

How do I protect myself?

DUE 1/22    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

How do I know when the right one isn't the right one?

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

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CLASS WORK

MAKE-UP WORK

ALCOHOL, TOBACCO, AND OTHER DRUGS

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

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?

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

alt.

• 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

Student presentation of ATOD information

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

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

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.

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.

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

Individual Natural High each student will tell the class about theirs

Stress

• Inventory click here

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

• Go to Stress and Coping Center and click on those situations that you would like to know more about.

• Take notes on (1) explaining what the problem is and (2) what steps you can take to deal with the problem

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.

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.

• Behaviors we want to decrease and ones we want to increase

• Crisis Survival Strategies

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

Practice  Crisis Survival Strategies

• Self Soothing - vision (slide show)
• Improving the moment

• 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

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.

• finish notes on CSS; improving the moment
• imagery - Listen to and practice imagery
• relaxation - listen to and practice relaxation

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.

Common mental disorders of teens

• Students will fill out the "know" and "want to know" section of the KWL chart in a group.
• Students will choose a disorder to research to find out the "L" section, and verify the "K" section.
•      description
•      cause
•      common age; common to which sex
•      treatment
• Students will get into groups and pick up the scenario flash cards. They will be given 10 minutes to figure out which mental disorder each scenario is describing.

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

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.