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

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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

3/2

3/4

  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.
3/11   13 Review "Diet and influences..." & "Choose my plate"

Prepare for test

HW 4

 
     

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

3/12

3/13

  14

Diet test

 

Relationships

  • same sex groups list what annoys them about the opposite sex

  • list how men and women think, act, and behave differently

  • Review "MALE AND FEMALE DIFFERENCES"

  • students create his/her definition of love

  • love vs. lust worksheet and discussion

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

Research and report on...
  • the differences between the male and female brain
  • the emotional and social differences in males and females
  • definition of "love"
  • differences between love and lust

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

3/17   15 Dating Violence
  • Stay or go activity
  • list traits of a healthy relationship; list traits of an unhealthy relationship

HW 5  

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.

3/18

3/19

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(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.

3/20   18 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.
3/24   19

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
  • brainstorm physical, emotional, and social consequences of teen sex
  • Groups make a list, "You're ready if.."
  • Class discussion and compilation of one list.
  • STD quiz

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

  • make up quiz

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.

 

   

lesson

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CLASS WORK

MAKE-UP WORK

     

ALCOHOL, TOBACCO, AND OTHER DRUGS

3/24

3/25

  21

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

tobacco video

commonly abused drugs

drug abuse and the community

DEA drug info

  1. Alcohol

  2. Cocaine

  3. Heroin/prescription Opioids

  4. Methamphetamine/prescription stimulants

  5. Marijuana

  6. Hallucinogens

  7. GHB/Ketamine

  8. Prescription sedatives

  9. MDMA/Mescaline

  10. Effects of drug/alcohol abuse on communities

 

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 short and long term effects of the drugs listed in lesson 21

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

3/26   23

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.

Student presentation of ATOD information

  • each group presents
  • students take note on others' presentations
"Addictions" - Power Point presentation and discussion

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.

3/27   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.

3/31   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

Complete today's classwork.

 

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

4/1   27

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

 

Research methods of managing personal stress (good site below; you can use any).  Create a plan and be ready to discuss it with the class.

Creating your personal stress management plan.

 

How does one maintain good mental health?

Research methods of managing personal stress.  Create a plan and be ready to discuss it with the class.

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

4/2

4/8

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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.

How does one maintain good mental health?

Review for final exam

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

4/9   30 Final Exam Make up exam
4/10   31 "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.