7-2+HEALTH+2013-14


 * 7-2 HEALTH **


 * Student knowledge of Healthy Living is evaluated using the following format PER UNIT (1-2 Units per TERM): **

A) **Homework Assignments **: 60% - Homework assignments (1 per class; 3 per unit) are posted on the website. B) **Class Participation **: 10% - Includes group work, presentations, discussions. C) **Unit Test **: 30% - Written tests feature assessment of previous three classes per unit (3 Unit Tests per year **subject to change**).

Health classes replace all gym classes for a period of two weeks (4 Health classes total per unit). All Health classes are located in the **cafeteria **.


 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/e/e1/MyPyramid1.png/220px-MyPyramid1.png width="96" height="75"]]Fri. Nov. 29 (Day 1) – Thurs. Dec. 12 (Day 5): **Nutrition **<span style="font-family: Arial,Helvetica,sans-serif;"> (Gym Classes resume Fri. Dec. 13 – Day 1)
 * <span style="font-family: Arial,Helvetica,sans-serif;">[[image:http://nursingcrib.com/wp-content/uploads/growth-chart2.jpg?9d7bd4 width="95" height="86"]]Mon. Jan. 6 (Day 1) – Fri. Jan. 17 (Day 5): **<span style="color: #000080; font-family: Arial,Helvetica,sans-serif;">G&D **<span style="font-family: Arial,Helvetica,sans-serif;"> (Gym Classes resume Mon. Jan. 20 – Day 1)
 * <span style="font-family: Arial,Helvetica,sans-serif;">[[image:http://www.alumnicenter.org.ua/uploaded/mm_files/38.jpg width="96" height="81"]]Thurs. Apr. 17 (Day 1) – Fri. May 2 (Day 5): ** Substance Use **<span style="font-family: Arial,Helvetica,sans-serif;">(Gym Classes resume Mon. May 5 – Day 1)

<span style="font-family: Arial,Helvetica,sans-serif;">Parents are encouraged to follow along using this website. There are also many helpful links under the main HEALTH tab to gain further knowledge of healthy living issues for teens: **http://deerparkhpe.wikispaces.com/HEALTH**


 * __NUTRITION & HEALTHY EATING UNIT__: **


 * All homework, due dates, and test dates regarding Health for the rest of the year will be provided here. ALL HOMEWORK MUST BE SUBMITTED ON THE LAST HEALTH CLASS OF THE TWO-WEEK UNIT OR EARLIER - NO EXCEPTIONS OR EXCUSES! Students may complete any and / or all of the "Extra Marks" activities which can bolster their overall Health mark per unit by 5-10% (depending on performance and subject to change). **

__Class #1 (Mon. Nov. 25 Day 2 Per. 2): Introduction to Healthy Eating & The Website:__
 * *Your Health unit starts early (Nov. 25) due to a conflict but finished early - you start gym again on Dec. 11 **

__In Class__:

1. Remember the requirements for Health Class and the information presented about report card marks. See Mr. Mann if you missed this portion of class. REMEMBER YOUR DUOTANGS FOR NEXT CLASS!

2. Read the following document about the Four Factors Affecting Body Size and Weight.





3. Discuss the following Statistics about healthy living in class. Which stats stand-out to you and why?



__Homework__:

1. Finish the Factors Affecting Body Weight and Size / Balancing Act document.

2. Complete ONE of the following WikiHunts. Be ready to hand it in next class. You may choose to do all three for bonus marks!







3. Complete both of the following Exercise Handouts:





__Extra Marks:__ *You can do one, or both for even more extra marks!

1. Complete ALL THREE Wiki Hunts.

2. Nutrition Survey Results:



a) List 5 conclusions from the survey results about the students at Deer Park.

b) How can we use these results to better inform our students / parents about nutrition and healthy eating?

c) If you were a health professional or teacher, what would you do with these results? What program(s) would you start?

__Class #2 (Mon. Dec. 2 Day 2 Per. 2): Screen Time__

__In Class__:

1. Examine the following presentation about reducing screen time. You should be familiar with all strategies and lessons discussed.



__Homework:__

1. List as many negative effects of excessive (too much) Screen Time as possible. You can do your own research on-line or use the powerpoint, or recall from Health Class but make sure you cite your source (say which website you got it from). Top marks go to people who have the most effects and who explain them effectively in their own words. Do not copy your friend's answers.

2. List as many ways as possible to reduce screen time. Provide alternatives and explain limiting strategies. Some of you may be doing this already. How might reducing your screen time positively impact your life (what are the benefits)?

3. Personal Connection: What "screen" (device) do you spend the most time accessing per day? Ex. TV? How much time per day do you spend on it?

4. Why are video games such a negative influence on children / teens?

__Extra Marks:__

<span style="font-family: Arial,Helvetica,sans-serif;">1. Design a system that a family can use at home to monitor screen time (wall chart, popsicle stick, etc).

__Class #3 (Wed. Dec. 4 Day 4 Per. 3): The Food Guide__

__In Class__:

1. See the following Power Point about Canada's Food Guide.



__Homework:__

1. Go to the [|Health Canada] website. Complete and print your own personal Food Guide ("Get Your Copy"). Bring it to next Health Class.

2. Read the following Nutrition Definitions. Rewrite or type them on a separate document. If you are feeling creative and want to work with the definitions, you could receive extra marks (see the instructions under __Extra Marks__ below).



__Extra Marks:__

1. Present the Nutrition Definitions in a creative way. Choose ONE of the following: -Create a crossword (use all 14 definitions). -Write a brief journal entry about a day in the life of ONE or TWO of the definitions. -Create a poem, rap, or song verse about nutrition featuring the definitions. -Prepare sample test questions (with answers) for all 14 of the definitions (True / False, Multiple Choice, Matching, Fill in the Blanks, etc.).

__Class #4 (Mon. Dec. 9 Day 2 Per. 2): Case Studies__

__In Class__:

1a) Case Studies (#1, #2, #3) were handed out to students - not everyone was given the same character. Students must read both sides of the Case Study: __Front__: Profile of Student + __Back__: Tips from Career Corner.













1b) C omplete the Case Study Worksheet ("Real Meals For Real Kids") below FOR THE CASE STUDY THAT YOU TOOK IN CLASS (either #1, #2, OR #3). If you were absent for today's class or left without getting a Case Study, choose one from above (either #1, #2, OR #3) and complete the Worksheet below. Do not copy a friend's completed Case Study as the penalty for plaguerism (copying) is a zero.



2. The "Interesting Facts About Junk Food" handout below is for your own knowledge - it is fun and interesting (and a bit shocking)!



__Homework__:

1. Finish the Case Study Worksheet for your character.

2. Pretend you are preparing a lunch for a favourite person (hero, idol, family member, teacher). You really want to impress him / her with your knowledge of healthy eating and Canada's Food Guide (it has to be a healthy lunch). Describe exactly what you would prepare and why? Make sure you focus on portion / serving sizes and other tips from the Food Guide (ex. variety). You can use this website for help: [|Health Canada] but do not just print out another copy of the Food Guide. Hand your special lunch creation meal on an regular 8.5 X 11 document (the more dynamic the better). Be creative!

3. List 5 things (points) you learned from this Nutrition / Healthy Eating Unit. Make sure each point is broad and important (i.e., more than a sentence). For example, a good point might be about why children are becoming more obese today (serving and portion sizes, salt / sugar in their diets, lack of exercise). An example of a poor point might be: "Junk Food is bad for you." Each point should be **at least** 2-3 sentences. The better explanation of what you learned, the better the evaluation (higher marks)!

__Extra Marks:__ *You can do one, or both for even more extra marks!

1. Complete the Case Study Worksheet for all three characters (they are available above). DO NOT COPY A FRIEND'S WORK!

2. Find 10 additional facts about Junk Food. On-line, print research is acceptable. Research that you have "heard" or that "someone told you once" is not. Type the facts on a document and hand them into Mr. Mann. MAKE SURE YOU CITE (REFERENCE) WHERE YOU GOT EACH OF THE FACTS FROM (which website. magazine, newspaper, etc., you got the fact from).


 * __GROWTH & DEVELOPMENT UNIT__: **

__Class #1 (Tues. Jan. 7 Day 2 Per. 2): Introduction to Growth & Development:__

__In Class__:

1. Distribute homework from the Nutrition unit.

2. Discuss specific guidelines (rules) for this unique Growth & Development unit.

3. Explain your group project for this unit: "The Big 3 Processes" Presentation. This project represents the bulk of the focus for this unit and is extremely important to your Health mark. The following documents (Outline + Rubric) were distributed in class:





4. Form groups and start brainstorming ideas for your presentation.

__Homework:__

1. Read the following Puberty Review. You are responsible for knowing this information before next class. Print a copy for your Duo-Tangs.



2. Contact your group members (formed in class) and decide on a format / idea for your presentation.

3. Check out the following two videos below. They are examples of projects from last year that received the highest marks. While they may be difficult to replicate (and cannot be copied), they should help you frame what this project is about and what is expected:

__Alexander & Dasha (7-1):__

media type="youtube" key="SoW14eAEEUE" height="315" width="560"

__Jonah, Jonah & Tanner (7-2):__

media type="youtube" key="qkd9xYlm-8o" height="315" width="560"

__Class #2 (Thurs. Jan. 9 Day 4 Per. 3): Explanation of Each of the Big 3 Processes:__

__In Class__:

1. To know about the Big 3 Processes, we must first know where everything is:

[|Female Reproductive System] NOTE: Click on the MENSTRUAL CYCLE video.

[|Male Reproductive System Diagrams]

2. A broad look at the Big 3 Processes: Menstruation / Ovulation, Spermatogenesis, Fertilization:



__Homework__:

1. Complete the following "Open Book Quiz." If you need help with the answers, you can look at the document above. Mr. Mann will be checking this at the start of next class (no lates or next-day policy allowed for this one):



2. Below are some additional videos (safe, short) that will help you gain further facts for your presentation. You are encouraged to watch them with your parents.

__OVULATION__:

media type="youtube" key="nLmg4wSHdxQ" height="334" width="517"

__FERTILIZATION__:

media type="custom" key="24788448"

media type="custom" key="24788454"

3. Below are **actual** **real life photos** of different parts / phases of the three processes. They are posted here just for your own interest / knowledge. This is how we all got here and it is captured on camera!

__PHOTO A__:


 * [[image:deerparkhpe/Journey_of_the_sperm.jpg caption="Journey_of_the_sperm.jpg"]] ||

A close-up of one sperm cell being stored in the epididymis.

__PHOTO B:__


 * [[image:deerparkhpe/Semen_containing_sperm.jpg caption="Semen_containing_sperm.jpg"]] ||

Semen containing millions of sperm swimming towards the opening of the cervix.

__PHOTO C:__


 * [[image:deerparkhpe/5.JPG caption="5.JPG"]] ||

The egg, surrounded by nutrient cells, being shuttled into the funnel of the Fallopian tube.

__PHOTO D:__


 * [[image:deerparkhpe/fertilization.jpg caption="fertilization.jpg"]] ||

The sperm breaking through egg's protective barrier in attempt to fertilize the egg.

__PHOTO E:__


 * [[image:deerparkhpe/lennart-nilsson-the-egg-and-the-sperm1.jpg caption="lennart-nilsson-the-egg-and-the-sperm1.jpg"]] ||

The sperm approaching the egg.

__PHOTO F:__


 * [[image:deerparkhpe/The_moment_of_conception.jpg caption="The_moment_of_conception.jpg"]] ||

The successful sperm. Behold, the moment of conception.

__PHOTO G:__


 * [[image:deerparkhpe/lennart-nilsson-000.jpg caption="lennart-nilsson-000.jpg"]] ||

The fertilized egg, now called an embryo, embeds itself into the uterine wall.

__PHOTO H__:


 * [[image:deerparkhpe/Fetus_8months.jpg caption="Fetus_8months.jpg"]] ||

Fetus at 8 months.

__Class #3 (Tues. Jan. 14 Day 2 Per. 2): PREP!__

__In Class__:

1. At the start of this class, I will check your Open Book Quiz - "Big Three Review" and we will briefly take it up. The rest of the class is yours to prepare for your Presentation WHICH IS TOMORROW! You are responsible for bringing all materials to class so that you can work on it (ex. IPad, MacBook, etc). Do not come to class unprepared!

__Homework__:

1. Make sure your group is ready for tomorrow's Presentation. LOOK AT THE OUTLINE AND RUBRIC AGAIN (see Class #1 above). Practice makes perfect!

__Class #4 (Thurs. Jan. 16 Day 4 Per. 3): SHOWTIME!__

__In Class__:

1. We will watch as many presentations as possible in class. I will choose the order but be prepared to go first! MAKE SURE YOU BRING EVERYTHING NEEDED FOR YOUR PRESENTATION TO CLASS. I will have the projector and a PC laptop in class, but nothing else.


 * NOTE: The best presentations will be immortalized on the Wiki forever and possibly shown to next year's Gr. 7's!

**__TO ALL GR. 7'S__**:

*Check out the top three presentations from all Gr. 7 class presentations below for the Growth & Development unit. You should look at these as a review for the next Health Unit and as markers for what a L4++ presentation consists of in Health. I will be showing these to all future Gr. 7 health classes as "the standard" so a huge congrats goes to our groups below for great teamwork, innovation, and creativity. Way to go Growth & Development Gurus! Enjoy these videos:

__Sara-Mac, Irene, Emma, Sarah W:__

media type="custom" key="25140676"

__Bronwyn, Ella, Becca, Parker:__

media type="custom" key="25140644"

__Hannah R, Hannah C, Skipp, Lexi, Morgan:__

media type="custom" key="25140552"


 * __SUBSTANCE USE UNIT__: **

__Class #1 (Tues. May 6 Day 2 Per. 2): Intro & Classification__

__In Class__:

1. We opened the unit by discussing what is a "substance" (anything we put into our bodies) and how all substances fall under one of three categories: Stimulants / Depressants / Hallucinogens. These three categories indicate what the substance does to you CNS (Central Nervous System) and your five senses. All substances affect your actions, perceptions, and behaviours. Remember that some substances have multiple classifications! **We want to be armed with good information for when we go to Gr. 8 and high school so that we can make good decisions about our health and say "NO" to harmful substances**. Recall that the term "substances" basically means the more popular drugs and different types of alcoholic beverages. Here is the final copy of the chart that we did in class:



__Homework__:

1. Prepare a typed report that answers ALL of the following questions below about MARIJUANA and **one** **additional substance** from this list: Alcohol / Hashish / Ecstasy / Steroids / Cocaine / Crystal Meth / Mushrooms / LSD / Prescription Drugs. *NOTE: YOU MUST USE YOUR OWN WORDS - DO NOT CUT AND PASTE INFORMATION FROM A WEBSITE and say it is yours! Also, do not plaguerize a fellow peer's report.

For information, access the following links: [] (look under "Most Searched Drugs" on the right side of the link) []

__Questions__: a) How is the substance classified? Simply list. b) Is the substance legal? Explain in 2-3 sentences. c) What are five short-term effects / dangers of the substance? d) What are five long-term effects / dangers of the substance? e) Find two statistics about the dangers / usage of the substance. You must indicate which website / source you got the information from or else your answer won't count. f) Why did you choose this particular substance? Explain in 3-4 sentences. g) How dangerous is this substance? Explain in 3-4 sentences.

__Extra Marks:__

1. Answer the above questions for three **more** substances (for a total of five substances in your report).

__Class #2 (Thurs. May 8 Day 4 Per. 3): Marijuana__


 * *ACERS helping with Gr. 4-6 Track & Field Day must submit their homework to Mr. Mann BEFORE today (if missing this class).**

__In Class__:

1. We started class in groups of 3-4 and discussed the following:

a) Which substance or drug is most popular for teens? Groups debated this and had to come to a consensus (agreement). Answers were tallied on the board. b) Which substance or drug is most dangerous for teens? Groups debated this and had to come to a consensus (agreement). Answers were tallied on the board. c) What is a "Gateway Drug"?


 * *While this was going on, I checked your homework from last class: 1) Answers to question #1 a-g about Marijuana + one other substance. **

2. We watched the video on Marijuana and took notes. If you were away for this class - you missed a very informative video and should catch-up by borrowing a peer's notes and re-writing them yourself (this is for marks!). You must have the notes to get the full homework marks and they cannot be photocopied.

3. We distributed a cool and handy magazine called "DaFacts." It is about various substances and teens. Students are allowed to keep them and are encouraged to show them to parents. The magazines are also needed to complete the homework below:

__Homework__:

1. Complete the document below typed, on a separate sheet of paper to be handed in. To complete the scavenger hunt, you can use your own copy of the magazine distributed in class or if you lost yours or were away for this class, use this website: []



__Extra Marks:__

1. Find a current article (from 2012 forward) about drug / alcohol use and teenagers. In 6-8 sentences, summarize the article and explain why you chose it. Please print a copy of the actual article and include it in with your paragraph.

__Class #3 (Tues. May 13 Day 2 Per. 2): Why Do People Do Drugs?__

__In Class__:

1. We started class in groups of 3-4 and listed as many reasons as possible as to why people, specifically teens, do drugs and alcohol.


 * *While this was going on, I checked your homework from last class: 1) The Drugs & Addiction Scavenger Hunt. **

2. We then looked at the following quizzes to test our knowledge so far (individually) and then took them up as a class:





__Homework__:


 * The following students have not shown Mr. Mann their homework from Class #1 or Class#2 (or both) and need to hand it in before the test in Class #4! You are missing out on valuable marks! **
 * __Class #1 - Short & Long Term Effects__: **
 * Sydney Callaghan **
 * Willow Cherny-Bayer **
 * Richard Chitea **
 * Carl Greenbaum **
 * Brianna Kearney **
 * Garrett Lee **
 * Jason Mao **
 * Jasmine Mohamed **
 * Calum Riddock **
 * Owen Seidman **
 * Julius Simmons **
 * Julia Vaisman **
 * __Class #2 - Scavenger Hunt__ **** : **
 * Richard Chitea **
 * Carl Greenbaum **
 * Garrett Lee **
 * Jason Mao **
 * Calum Riddock **
 * Owen Seidman **
 * Julius Simmons **
 * Carina Tran **
 * Julia Vaisman **

1. STUDY FOR THE TEST NEXT CLASS! <span style="font-family: Arial,Helvetica,sans-serif;">The Test is out of 30. It will contain the following types of questions:

<span style="font-family: Arial,Helvetica,sans-serif;">-Multiple Choice <span style="font-family: Arial,Helvetica,sans-serif;">-Short Answer <span style="font-family: Arial,Helvetica,sans-serif;">-Matching <span style="font-family: Arial,Helvetica,sans-serif;">-Fill In The Blanks <span style="font-family: Arial,Helvetica,sans-serif;">-True & False

<span style="font-family: Arial,Helvetica,sans-serif;">*You may hand in your OWN written or typed STUDY NOTES for extra marks towards the test. You may also schedule a time with Mr. Mann to receive extra-help.

The test will cover all notes taken in class and all homework assignments. There will be questions about the short / long term effects of Marijuana. Students are encouraged to pay particular attention to these documents when studying:





__Class #4 (Thurs. May 15 Day 4 Per. 3____): THE TEST!__


 * *Students on the Gr. 7&8 Boys Soccer team must arrange a time BEFORE today with Mr. Mann to write the test (if missing this class)! **