8-4+HEALTH+2010-11

//**Day 9---Period 2 (9:42am-10:12am) **//
 * 8-4 HEALTH **
 * Day 8-4 has Health: **

 **Nutrition and Healthy Eating (Oct-Dec) ** **Growth and Development (Jan-Mar)** **Substance Use and Abuse (Apr-May)**
 * Current Unit: **

//**1) Agenda **// //**2) Proper material (ex. pen/pencil) **// //**3) Health duotang **// //**4) Assigned homework **//
 * Remember to show up to each class with: **

//**1) Handed in previous homework **// //**2) Discussed previous substance assembly **// //**3) Drew chart with categories of Stimulants, Hallucinogens, and Depressants **// //**3) Reviewed definitions **//
 * What we did last class: **

//**Thursday, June 2, 2011 **//
 * Date of next class: **


 * __NUTRITION & HEALTHY EATING UNIT__: **

__Class #1__:

1.

2. Exercise Handouts

3. Radio Commercial

__Homework__:

1. Complete Exercise Handout

2. Prepare Radio Commercial

3. Learn Nutrition Definitions (Information to be tested on upcoming Health test)

__Radio Commercial due date:__ ** Tuesday, November 30, 2010 **

__Class #2__:

Below is the video we watched in class called "Killing Us Softly." The one we watched in class is a bit more modern (version #4). The one below is version #3 BUT THE MESSAGES ARE THE SAME AND HAVE NOT CHANGED. So if you missed it in class or want to refrsh before the test you can watch it again here. Plus, some classes missed the last 10 minutes so they will have to catch-up. **YOU ARE RESPONSIBLE FOR THE ENTIRE VIDEO (34.23) FOR THE TEST** - not word for word but the main ideas that we spoke about in class: the objectification of the female form, the role of advertising in developing the idea body image, and body image dissatisfaction - it's definition and it's role in the development of eating disorders.

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__Homework__:

1. Complete Radio Commercial (to be handed in on a disc, media player, etc OR performed live). No excuses for missing the presentation or not having it ready on the due date. This is an extremely important assignment for your Health mark.

2. Watch the following clip (click the "Watch On YouTube" link if it doesn't appear right away). Answer the questions on the Word document below and have it ready in your duotangs for next class (typed or neatly written).



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__Extra Credit__:


 * Those students who have extensive notes from the film "Killing Us Softly" in their duotangs will receive extra marks!

__Class #3__:

1) PRESENTATION OF "HEALTHY-EATING" RADIO COMMERCIALS (IN-CLASS)

*__Note__: Failure to complete this assignment will lower your health mark significantly (recall that "Health" is separate from "Physical Education" on your Report Cards this year! The "Dove Commercial" homework is also extremely important and should be completed and handed-in as mentioned last class.

__Homework__:

1. Go to the National Eating Disorders website, and complete the questions on the document below. Answer all questions in full sentence form. Do not forget to type in your name and class.



__Extra Credit__:


 * Find an advertisement from the media and describe how it is dangerous for teenage girls and boys in a response-paragraph of 8-10 sentences. In your response, reference body image, objectification of the female form, eating disorders, and the "culture of toxicity." Make sure you have a copy of the advertisement along with your paragraph.

__Class #4__:

1) A Key Discussion About **Eating Disorders and Body Image**. If you missed this class, please read and closely study the following document - it is extremely important to this unit and many questions on the test will come from this class and the following document)!



__Homework__:

1. Complete "Comfort's Story" and the paragraph / advertisement. The story and assignment are below:



__Extra Credit__:


 * Contribute to the Wiki Discussion (you have to become a member) about the Dove Commercial - specifcally Body Image and the Media. You can use the answers you submitted for the homework assignment (questions 3, 4, 5, 6 are the key discussion points). Go to the main page and click on the grey "Discussion" tab at the top.

__Class #5__:

1) Copied down and discussed the Eating Disorder cycle

__Homework__:

1. Study for the upcoming Health Test (NEXT CLASS)!

__Class #6__: //*SCROLL DOWN TO SEE POST-TEST (PRE-UNIT) HOMEWORK*//


 * *THIS TEST will be a major factor in determining your HEALTH MARK for Term 1! **

A) 17 Multiple Choice Questions (1 mark each = 17 total) B) 2 Short Answer Questions (4 marks each = 8 total) C) 5 Matching Questions (1 mark each = 5 total) D) 3 Fill In The Blanks Questions (2 marks each = 6 total) E) 4 True / False Questions (1 mark each = 4 total)
 * HEALTH TEST BREAKDOWN: 40 TOTAL MARKS**

-Lessons from Killing Us Softly //(e.g., Objectification of female form, Culture of Toxicity)// -Dove Evolution //(e.g.,main message from the film, why the film is important for male and female teenagers, what it tells us about the ideal body image)// -How the ideal body image has changed since the 1950's -Lessons from Comfort's Story (//e.g., effects of Eating Disorders)// -Eating Disorder Cycle //(e.g., Body Image, BID, Compensatory Behaviour, Results, Connection, Addiction / Acceptance, Dopamine, and Seratonin, the role Dieting plays)// -Effects of Eating Disorders //(e.g., Anorexia, Bulimia)// -Definitions Pt. 1: //(e.g., Self-Estem, Body Image, Ideal Body Image, Body Image Dissatisfaction, Culture of Toxicity, Objectification of Female Body, Anorexia, Bulimia)// -Definitions Pt. 2: //(e.g., Carbohydrate, Protein, Fat, Fibre, Calorie, Energy, Nutrient, Sugar, Iron, Calcium, Vitamins, Minerals, Healthy Body Weight)// -Benefits of Exercise + What Happens During Exercise? -NEDA Scavenger Hunt (//e.g., statistics)// PLEASE PAY CLOSE ATTENTION TO THE EATING DISORDERS HANDOUT (blue page) and CLASS NOTE WHEN YOU ARE STUDYING!
 * WHAT TO KNOW FOR THE HEALTH TEST:**


 * __GROWTH & DEVELOPMENT UNIT__: **

__Pre-Unit Homework__:

1. Growth and Deveopment is a difficult unit to learn about. Why is it? Is it different for boys and girls? Explain your answer - yes / no (7-10 sentences)..

2. List 5 things you remember from last year's Growth and Development unit (7-10 sentences).

3. List 5 questions that you would like answered about Growth and Development this year (be appropriate).


 * THIS IS TO BE HANDED IN AT THE **START** OF NEXT HEALTH CLASS!

__**CLASS #1**__: **NUTRITION WRAP-UP + RULES & GUIDELINES OF G & D UNIT**

__In-Class:__

LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL __RULES / GUIDELINES__: 1. Maturity Caps 2. Use Proper Terms + RESPECT 3. No Individual Names / Stories 4. The Question Box & Questions In General (Examples from previous years)
 * See Mr. Mann about your Health Test Mark (40% of total mark) and Term 1 Health / Phys. Ed Mark
 * HOMEWORK COLLECTION (see "__Pre-Unit Homework"__ above)
 * ZERO TOLERANCE!**

__Homework:__

1. Review the diagrams of the male and female reproductive systems below (pdf files). THESE ARE "FAIR GAME" FOR THE UNIT TEST. In addition to knowing where everything is, you should know the DEFINITION and FUNCTION of the main parts. They are listed on the document (Word file) below the diagrams.











2. Examine the FOUR amazing photos below. For each photo, answer questions a, b, c (3-4 sentences per question, per photo):

a) What is happening in the photo? b) What are the next "steps" immediately following what you see happening in each photo? c) Why is each photo important to our study of Growth and Development?

Even though you are making an educated "guess" for the second question (b), you should be able to apply your knowledge effectively. Your responses should be recorded on a separate sheet of paper (you can use the same one you used for task #1 above) to be shown to Mr. Mann NEXT HEALTH CLASS. Students who get all four "guesses" correct for the second question (b), may be eligible to receive a prize!









__**CLASS #2**__: "**THE WHAT". . . "THE WHERE". . . "THE WHY"**

__In-Class:__

-Anatomy discussion (definition and function) of the female and male reproductive systems using the homework documents listed above. DO NOT FORGET TO BRING THESE DOCUMENTS TO CLASS! -Analysis of each of the photos shown above using the homework questions: a) What's happening, b) Next steps, c) Importance. -More amazing photos from the GREATEST BOOK EVER: //Life// by Lennart Nilsson:

__Homework:__

1. Read the article below (pdf file) and answer the corresponding questions (Word file). This article will be the basis of our discussion next class.





2. Examine the photos here: http://deerparkhpe.wikispaces.com/LIFE+BOOK+PHOTOS Choose your "top three" favourite photos (your opinion) and write 2-3 sentences PER PHOTO (not overall) justifying why you like them. Choose different photos than the ones shown above from Class #1's homework (some photos are repeated but there are 17 others to choose from)!

__Extra Marks:__

1. Find your own article about Teens and Sexuality (teaching and learning aspects, respect issues, differences bewteen boys and girls) from any reputable source. You can use appropriate websites (some can be accessed under the main HEALTH section on this site's homepage) or current magazines, newspapers, major publications. Bring the article to class. Make sure it is appropriate.

__**CLASS #3**__: **"DECISIONS, DECISIONS, DECISIONS"**

__In-Class:__

1) Discussion about the homework article: "//The Most Important Sex Talk of All.//" The lessons from this article are multifold:
 * Respect sex and the importance of the decision to engage in sexual behaviour in a teenager's life. It is a personal decision guided by mental, physical, and emotional consequences. Sexual behaviour should not produce harm.
 * The negative messages found in the media and how disrespectful and erroneous these messages are for all people but mainly for boys since they are often unsure of what is good, acceptable, behaviour.
 * The positive messages that need to be affirmed with parents. Even though it is a "courageous conversation" in a culture where counter-messages are everywhere, teens will still hear every word a parents say and model their behaviour.

2) Discussion about the terms: //Sex, Sexy, Sexuality// and the concepts involved in how we define / use these terms. Included in this discussion is the importance of the decision to have sexual intercourse and typical reasons teens give to have sex.


 * THIS DOCUMENT IS EXTREMELY IMPORTANT FOR THE UNIT TEST!**

__Homework:__

1. Recall the story of the group of high school boys who accumulated points based on both the number and depravity of their sexual exploits. Write a paragraph about what this says about sex in society? Good quality answers will factor in the article "The Most Important Sex Talk of All" and will highlight differences between males and females.

2. Choose **one** of the Webhunts below. The website to be used is listed on each document. The document should be filled out completely and ready for next health class.





__Extra Marks:__

1. Do both WebHunts.

__**CLASS #4 (April 1)**__: **"CONTRACEPTIVE CHOICES"**

__In-Class:__


 * All of the following points of information are required knowledge for the test (and for life):**

1) Difference between the terms "Conception" (sperm meeting ovum / start of life / pregnancy) and "Contraception" (the term c//ontra// means "against" or "prevention of").

2) Basic Premise:
 * You need to be armed with this information so that you can make informed decisions about engaging in sexual intercourse ON YOUR OWN. These decisions ARE NEVER TO BE MADE under pressure (peers, boyfriend / girlfriend) or when you are under the influence of drugs or alcohol. Having sex is a major decision (recall last class) that should be made individually and should be planned for by both people involved. There are multiple effects (mental and physical including self-esteem and STI's and pregnancy) that can dramatically change your life.

3) BEFORE thinking about a contraceptive method, a person must follow these three steps:
 * Talk & Trust - talk to your partner and developing a trusting relationship where communication is open and frank.
 * Choose the best method based on both people in the relationship (e.g., this could be abstinence)!
 * Access the birth control method and plan ahead!


 * Here, we spoke in class about the dangers of **"one-night-stands"** and the difference between a healthy, loving, long term relationship and a disrespectful incident that has serious consequences.


 * We also spoke about a person's personal continuum of sexual acts (e.g., kissing / touching to vaginal sex) and what is appropriate for engaging in all types of sexual behaviours. This contiuum should not be threatened since it is obviously individual and affects your comfort and enjoyment. Where do you draw the boundary line? Well, you draw it at the point where you feel comfortable versus uncomfortable.
 * 4) Contraceptive Chart / Myths:** THESE DOCUMENTS ARE EXTREMELY IMPORTANT FOR THE UNIT TEST!





Other contraceptive methods from the handout are to be researched using the websites from Class #3 on your own (see below). They are fair game for the test!
 * Here, we spoke about "Plan B" (the Emergency Contraceptive Pill) and how it is not a safe birth control method but instead should only be used in unavoidable situations (it is extremely expensive for just two pills per box).

__Homework:__

1. Choose five contraceptive methods from the handouts (given in class or accessed above). Research the methods using the following links (the websites we used for the WebHunts):

[] []

Answer the following FOR EACH OF THE FIVE METHODS: a) What type of contraceptive is it (e.g., barrier)? What is involved (brief description)? b) What are the advantages of this method? c) What are the disadvantages of this method?

__Extra Marks:__

1. Choose five more contraceptive methods (10 total) and answer a), b), and c).

__**CLASS #5 (April 15)**__: **"STI's (Sexually Transmitted Infections)"**

__In-Class:__

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 * Recall the conversation we had at the start of class about the increasing cases of STI's reported among teenagers in North America (they are on the rise) and how knowledge = safety and freedom in your relationships.**
 * The following document is extremely important for the test:**

__Homework:__


 * Note: There were some revisions to the Contraceptive Choices Handout (I also added the effectiveness rates based on current research).**
 * Below is the document that you should use for the test - please re-read this document:**



1. Read and complete the following worksheets:



2. Continuing the lessons from the last two classes, answer the following questions on a separate piece of paper:

A) What are ALL the ways a person can contract an STI? B) What are ALL the ways a person can prevent an STI?


 * Remember to think out side the box in your answers and to be specific and creative (each questions should have an answer of approx 5-10 sentences). For example, we know of some things a person can do physically to prevent STI's (barrier methods), but what about mentally? Level 4+ answers will explore the mental and physical aspects of making good decisions.

__Extra Marks:__

1. Create a song, rap, or poem based on your response(s) to the questions above that might enlighten us! You may present it with a partner or group. It should be no more than 2 minutes and it can be handed in on a USB, disc, or presented in class. Creativity is crucial here (as is maturity)!


 * __Class #6: "Test Review"__ **

Date of Health test: Tuesday, May 10, 2011---Day 4, Period 3

Below is a Word Document with the test format and sample questions. The documents listed below that are essential to study for the test. These are not new documents (they are from the classes above), but I have listed them all here for you:




 * __SUBSTANCE USE UNIT__: **

__Pre-Unit Homework__:

THE FOLLOWING QUESTIONS NEED TO BE COMPLETED **BEFORE** THE FIRST SUBSTANCE-USE CLASS. I will collect this homework at the start of your next regular health class.



__Extra Marks:__

1. Find an current article from a reputable source (newspaper, magazine, internet) about Teens and Drug & Alcohol Use. Bring the article to class to hand-in.


 * __Class #1 (May 19)__: Presentations (Tom Walker + "Cracked Not Broken") & Lessons Learned **

__In-Class & School-Wide__:


 * This week we had two major presentations about the use of drugs and alcohol, the dangerous road to addiction, and positive decision-making. We discusssed the two presentations in class while also reviewing the classification of substances. EVERY DOCUMENT BELOW (4 total) MUST BE READ AND UNDERSTOOD NOT ONLY FOR THE TEST - BUT FOR YOUR LIVES AND FUTURES. Please pay attention to the homework as it will be collected next class.



__Extra Resources For You To Look At:__



[|JADE BELL: HARPOONED SOUL] (Go to "Media" and choose "Audio" for the Vicki Gabereau interview)

[|JADE'S KIDS FOUNDATION]

The above links tell the story of Jade Bell - a young man who excelled at music and sports and enjoyed a great life but tragically slipped into a world of drugs and alcohol at an early age. His occasional substance use eventually led to excess and addiction. What happened to him next is absolutely heart-breaking and unimaginable. As you go through his story, remember that although he is different now, he was once like you. His downward spiral and current reality started with trying drugs and alcohol once. Be ready to discuss Jade's story in Gr. 8 health class.

__Homework:__ llllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll 1. The film "Cracked Not Broken" told the story of Lisa. Despite her hardships, Lisa is now 4 years-clean and has a college degree. But she is, and will always be, vulnerable. Part of her becoming a stronger person is knowing the significance of her life story on young adults. Write an informal letter to Lisa (two paragraphs minimum) letting her know what her story meant to you and how it impacted your life. Be positive, sincere, and insightful and remember your words are a source of strength and support. You may choose to email Lisa directly lisa@crackednotbroken.com but a typed-copy of the letter must be handed-in at the start of next class. llllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll 2. Go to following link and watch the 45-minute film entitled "The Downside of High" (Click on the link "Watch This Video" found in the shaded box below the main photo). Do not come to next health class without having seen this video (watching it with your parents is encouraged). lllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll 3. Make sure you take notes while watching it since information from the film will be on the test at the end of the unit and the notes that you take will be checked as homework NEXT CLASS (minimum 1 page of notes). After watching the film, answer these questions below your notes (1 good paragraph per question): 1) What is a common message reflected in all three Substance Use presentations you have seen and heard these past two weeks: Tom Walker / Cracked Not Broken / Downside of High? Which of the three presentations had the biggest impact on you? Explain your answer with comparisons. __[]__ 

__The Downside of High:__

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13px;">The following document contains the main points from the online film "The Downside of High". Even those these notes are available to you, they do not replace actually watching the film, as it will be discussed next Health class and is a part of your Unit test.

<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: small;">