8-4+HEALTH+2012-13


 * 8-4 HEALTH **


 * WHEN 8-4 HAS HEALTH: **
 * Day 6, Period 3 (10:48AM - 11:36AM) in the cafeteria**

__**NUTRITION AND HEALTHY EATING UNIT**__

__Class #1 (Oct. 24, 2012): Killing Us Softly-The Media and The Dangers of Advertising__ kkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk __In-class__: kkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk Below is the video we watched in class called "Killing Us Softly #4" (by famed lecturist Jean Kilbourne). The key messages from the film are: the objectification of the female form, the role of advertising in developing the ideal body image, the use of the ideal body image to sell products, body image dissatisfaction, and the culture of toxicity. YOU WERE REQUIRED TO TAKE NOTES DURING THE VIDEO WHICH WILL BE CHECKED AS PART OF YOUR HOMEWORK NEXT CLASS (plus the homework questions below).

media type="custom" key="21262710" kkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk __Homework__: kkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk 1. Answer the questions on the Word document below about the film //Killing Us Softly// and have it ready in your duotangs for next class (typed or neatly written). kkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk kkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk 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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3. Watch the following clip. 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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4. Watch the following clip. 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 Marks:__ kkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk 1. Look at 10 RANDOM (not specific) print ads from internet, magazine, newspaper sources. Answer the following questions on a separate piece of paper: a) How many of the ads contain at least one female?

b) How many of the ads objectify the female form in any way (e.g., sexualization, body position, less clothing, ideal body image)?

c) How many of the ads feature a caption / phrase / slogan that is sexual or could be considered gender biased (sexist)?

2. Choose ONE of the ads that you think objectifies the female form the most and hand it in with an brief explanation as to why you chose it. Why is it the most offensive or insulting for you?

__Class #2 (Nov. 7, 2012): Eatng Disorders - A Detailed Look At These Dangerous Behaviours__

__In-class__:

1. A key discussion About **Eating Disorders and Body Image**. If you missed this class, please closely study the following Power Point AND especially the Word doc "EATING DISORDERS FINAL" as we had a detailed discussion in class. They are extremely important to this unit and many questions on the test will come from these two resources. NOTE: 8-1 & 8-4 did not get a chance to see the Power Point below hence this will be the first time you are seeing it (it is based on the Word doc).

*Note: For the slides where the image initially blocks the text, just click on the image and it will disappear so that you can see the text in behind. The Eating Disorders Cycle will be discussed next class (so have your questions ready)!





__Homework:__

1. Finish reading AND memorizing the Word doc and Power Point. Prepare questions for Mr. Mann if you have any.

2. 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.



3. Read ALL 3 articles below. Respond to each article highlighting what you learned about eating disorders and body image and how the articles made you feel. DO NOT JUST DESCRIBE WHAT THE ARTICLES ARE ABOUT. The best responses will incorporate themes we discussed in class (ex. Objectification) and the terms presented in the articles (ex. Pro-ana). Your response should be a minimum of three paragraphs (one paragraph per article) and should be typed on one document.







__Extra Marks:__

1. Post a question / discussion topic on the Wiki about something you have learned about Eating Disorders and / or Body Image and / or The Media. It can be a link to an article, video, website, your response to a website, or just a general discussion question. It has to be interesting and thought-provoking. Post it on the main page under "Discussion" (the one with 1300+ posts). For every five people (students in your class, peers, friends) that you get to contribute to your discussion question (or make a contribution of more than 5+ sentences), you and the people who contributed will receive extra marks. Remember questions and contributions must be "academic" in nature (meaning they must be smart and meaningful) and should not be silly, forced, or merely one-word answers.

__Class #3 (Nov. 22, 2012): Eatng Disorders Part 2 - The Cycle / Explanation of The PSA Project__

__In-class__:

1. We finished the key discussion about **Eating Disorders and Body Image with particular attention to the Eating Disorders Cycle**. If you missed this class, please make sure you understand the cycle (as well as the PowerPoint AND Word doc from last class). They are extremely important to this unit and many questions on the test will come from these two resources.

From Last Class (in case you missed it):





__Homework:__

1. The following is your major Health Project for this unit. It is extremely important for your Health mark and should be given the appropriate time and effort. Please follow all instructions closely (for example, the DUE DATE)!



__Extra Marks:__

1. Continue the discussion on the Wiki or get involved for the first time. Many students have already contributed with meaningful points, questions, links, thoughts. Also, check out the new "Just the Facts" link and post your own facts / stats about Eating Disorders and Body Image issues.


 * HOMEWORK CHECK: **

Below is a list if students from your class who did not hand-in their homework and as a result are losing very important marks. Those students who are missing both homework assignments are currently failing Health Class.

-Sasha (Class 1 & 2) -Zoe (Class 2) -Jack (Class 1 & 2) -Robbie (Class 2) -Josh (Class 1 & 2) -Daniil (Class 1 & 2) -Matvey (Class 1 & 2) -Aidan (Class 2) -Ethan (Class 2) -Christianna (Class 1 & 2) -Austin (Class 1 & 2) -Kenji (Class 1 & 2)

__Class #4 (Dec. 6, 2012): Q & A About Eating Disorders + TEST PREP!__

__In Class__:

1. Test Date, period, format, questions, tips, importance discussed (at length). Students had a chance to ask Mr. Mann questions about Eating Disorders and prepare their own test questions / answers as part of their studying habits. See below for details.

__Homework__:

1. STUDY FOR THE TEST!


 * 8-4'S EATING DISORDERS TEST IS: __THURSDAY DECEMBER 20, 2012__ (Day 5, Period 6) **
 * *NOTE: This is normally a GYM class but students will go to the Cafeteria instead. **

__**HEALTH TEST BREAKDOWN:**__ 17 Multiple Choice 8 Short Answer 5 Matching 6 Fill in the Blanks 4 True / False ***TEST is 40 marks total and will be a major factor in determining your HEALTH MARK for Term 1!**
 * *Subject to Change . . . **

__**WHAT TO KNOW FOR THE HEALTH TEST (Handouts / Areas of Study):**__








 * PLEASE MAKE SURE YOU ARE FAMILIAR WITH THE HOMEWORK ASSIGNMENTS AS THERE WILL BE SOME QUESTIONS FROM THEM ON THE TEST.**
 * NOTE: If you didn't do the homework, you are strongly encouraged to do it prior to the test.**

__Extra Marks:__

1. Hand-in a detailed "Study Sheet" or "Cheat Note" after completing the test.
 * NOTE: You are NOT allowed to use it during the test.


 * *BELOW IS THE HOMEWORK THAT WAS ON THE BOARD DURING THE TEST. IF YOU DID NOT GET TO IT AFTER THE TEST, YOU ARE STILL REQUIRED TO COMPLETE IT: **

__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). kkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk

2. List 5 things you remember about anything that has to do with Growth and Development unit (7-10 sentences). Be specific and appropriate. kkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk

3. List 5 questions that you would like answered about Growth and Development this year. Be specific and appropriate.


 * THIS IS TO BE HANDED IN AT THE **START** OF NEXT HEALTH CLASS (IN 2013).


 * __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). kkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk

2. List 5 things you remember about anything that has to do with Growth and Development unit (7-10 sentences). Be specific and appropriate. kkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk

3. List 5 questions that you would like answered about Growth and Development this year. Be specific and appropriate.


 * THIS IS TO BE HANDED IN AT THE **START** OF NEXT HEALTH CLASS (IN 2012).

__**CLASS #1**__: **NUTRITION WRAP-UP + RULES & GUIDELINES OF G & D UNIT (January 18, 2013)**

__In-Class:__

1) Take-up Nutrition Test (briefly). Reset importance of G & D Unit for health mark on February Report Card.

2) Class discussion about the special guidelines for this unit: a) Maturity Caps b) No personal names c) Use proper terms d) There is no such thing as a stupid question e) Question Box guidelines + available sources of support (if needed).
 * ZERO TOLERANCE!

3) A brief outline of the three processes involved in human reproduction that we learned about last year:
 * MENSTRUATION
 * SPERMATOGENESIS
 * FERTILIZATION

__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. DO NOT IGNORE THESE IMPORTANT ANATOMICAL DIAGRAMS!











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

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

For question (a), do not just write what appears when you scroll across the photo or for the bottom caption - EXPLAIN IT. For question (b), even though you are making an educated "guess", you still should be able to apply your knowledge effectively. Your responses should be recorded (typed or written) on a separate sheet of paper to be shown to Mr. Mann NEXT HEALTH CLASS. __llllllllllllllllllllllllllllllllllllllll__ __PHOTO A__:
 * [[image:deerparkhpe/Journey_of_the_sperm.jpg]] ||

__PHOTO B:__
 * [[image:deerparkhpe/Semen_containing_sperm.jpg]] ||

__PHOTO C:__
 * [[image:deerparkhpe/5.JPG]] ||

__PHOTO D:__
 * [[image:deerparkhpe/fertilization.jpg]] ||

__PHOTO E:__
 * [[image:deerparkhpe/The_moment_of_conception.jpg]] ||

__PHOTO F:__
 * [[image:deerparkhpe/lennart-nilsson-000.jpg]] ||

__PHOTO G__:
 * [[image:deerparkhpe/Fetus_8months.jpg]] ||

__Extra Credit:__

1. Make a point-form list of ALL the ways these types of photos can benefit our society (as doctors, nurses, and health care professionals, as families, as young men and women, in terms of technology, prescription medications)? What are the advantages? What are the disadvantages (list them)?

__**CLASS #2**__: **IMPORTANT CONCEPTS / DEFINITIONS (February 4, 2013)**

__In-Class:__

1) We read the article "The Most Important Sex Talk Of All" and started on the questions. Both the article and the accompanying questions are below and must be completed for next week.



LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL 2) We reviewed the homework (photos) and using our detective skills, correctly identified "the where", "the when", and "the why" of reproduction for each photo (the photos are above in the homework section). If you need a reminder of what was happening in each photo (or you missed the class), please see Mr. Mann or connect with a fellow classmate that you trust.

3) We defined the terms: SEX, SEXY, AND SEXUALITY as a class and made a concept chart outlining the differences and how we should think about / use these concepts in future relationships. The chart is below and MUST be in your duotangs as it is extremely important for the test (and life)!


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

__Homework:__

1. Finish the article and questions for "The Most Important Sex Talk Of All". Be ready to discuss it next class (you will be receiving marks for participating).

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 #3**__: **AGENTS OF CHANGE (Feb. 11, 2013)**

__In-Class:__

1) We opened class with a review of the lessons learned from last class:
 * Just because you are physically able to reproduce doesn't mean you should engage in sexual behaviour.
 * There are physical, emotional, and social consequences in the decision to engage in sexual behaviour.
 * "The Most Important Sex Talk Of All" - RESPECT + changing the dangerous boys culture that exists.

2) We briefly discussed masturbation and the dangers / effects of pornography in modern society.

3) We looked at the following stories (see the Word Doc below) about some dangerous behaviours occuring in high schools:



Specifically, we looked at these questions: a) How do these stories make you feel? b) How do these stories relate to the article: "The Most Important Sex Talk Of All"? c) What is the double-standard what can we do to stop it? d) What do you think is THEE SINGLE MOST IMPORTANT LESSON from all these articles?

We then talked as a class and noted that a change needs to be made in society ( "statements of worth" for question "d"). The minds and actions of teenagers need to be guided by RESPECT. Respect for sex and for each other. We finished by speaking about the concept of being an "AGENT OF CHANGE" within the three groups involved in our decision-making (parents, boys, girls). Being an "AGENT OF CHANGE" means following the steps listed in the article and standing-up for yourself. In a relationship, you need to be "PROACTIVE INSTEAD OF REACTIVE."


 * LESSONS LEARNED FROM THIS CLASS ARE EXTREMELY IMPORTANT FOR THE UNIT TEST . . . AND YOUR LIFE! We will be discussing the topic of Healthy Relationships next class!**

__Homework:__

1. In 100 words or less (typed, 8-10 lines), describe how you are going to be an "AGENT OF CHANGE."

2. Why do many teenagers NOT respect sex? List 5 reasons why the decision to engage in sexual behaviour is being taken lightly and why more teens are having sex at earlier ages.

__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 you can tell Mr. Mann WHY this is a good article for our study of Growth & Development.

__**CLASS #4**__**: HEALTHY VS. UNHEALTHY RELATIONSHIPS** **(Feb. 20, 2013)**

__In-Class:__

1) We opened class with a review of the lessons learned from last class: HOW ARE YOU GOING TO BE AN AGENT OF CHANGE?

2) In groups, we discussed aspects of HEALTHY and UNHEALTHY relationships using the placemats below followed by the chart on the board and cue cards. Aspects included: fighting, trust, fairness, stress, communication, arguments, pressure, texting all day, equity, dishonesty, humour, etc.





3) We stayed in our groups and read the following scenario about a relationship and answered the corresponsing questions (both on the document below):



__Homework:__

1. Choose and list YOUR top five aspects that YOU value in a healthy relationship or that YOU think would contribute to a healthy relationship. This can be for a boyfriend / girlfriend or just a friend. Focus not only on the characteristics of your partner (ex. “humour”) but also actions / behaviours BETWEEN you (“listens to me”). Note: Even though this is just a list, the best answers will feature insight and detail (ex. Don’t just type: “He / She is nice”).

2. What is your own personal definition of trust (not the internet/dictionary definition of trust)? Specifically, how do you know you are in a trusting relationship / with a trustworthy person? Trust is much more than being able to share secrets with someone in hopes of them not telling others. Trust is deeper than that, so try and think more in-depth and produce a meaningful answer. Answer in paragraph form (typed, 8-10 lines).

__Extra Marks:__

1. Read and respond to the following scenario:

Elliot and Kimi have been dating for several months. One night they had an argument over the phone but they talked through their disagreement and made up before ending their conversation. Elliot was still feeling a bit low about the argument when he met Kimi at school first thing the next morning. When Elliot walked into the cafeteria he saw Kimi talking to a boy who started attending their school recently and who he doesn’t know very well. He became very angry and jealous. Elliot felt Kimi must like this new boy now and not him. He stormed over to the two of them and confronted the new student. Elliot threatened to “hurt” the boy if he came near Kimi again and called Kimi some ugly names before storming off.

Pretend you are a guidance counselor and these students were sent to your office. How would you deal with this situation and what advice would you give them in order to resolve this issue? Justify your answer (ex. why did you give that advice, why is there need for a change)? Your response must be at least two paragraphs typed, 8-10 lines EACH.

__**CLASS #5**__: **CONTRACEPTIVE CHOICES (Mar. 6, 2013)**

__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 Class #3) 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 behaviour (e.g., kissing / touching) 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!





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).

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!

__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 #6:**__ **STI'S - SEXUALLY TRANSMITTED INFECTIONS (Mar. 27, 2013)**

__In-Class:__


 * Recall the Rock-Paper game we played at the start at the conversation we had about the spread of STI's. Also, know that cases of STI's reported among teenagers in North America are on the rise and how knowledge = safety and freedom in your relationships.**


 * The following document is extremely important for the test. We took it up in class:**



__Homework:__

1. Read and complete the following worksheets (they will be on the test next class):



2. STUDY FOR THE TEST NEXT CLASS:


 * Date of 8-4's Health Test: Friday, April 12, 2013: Day 6, Period 3**
 * NOTE: This your regular Health Class.**

Below is a Word Document with the test format and sample questions. THE FORMAT HAS CHANGED A LITTLE BIT BUT THIS SHOULD NOT AFFECT YOUR STUDY HABITS. The documents listed below the format document 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. A review of the lessons learned per class (Ex. Unhealthy and Healthy Relationships, Agents of Change, Talk & Trust, etc)

KEEP IN MIND that you can hand-in detailed "Study Notes" or "Cheat Sheet" at the time of the test FOR EXTRA MARKS (*NOTE: You are NOT allowed to use it DURING the test). For those of you interested in receiving EXTRA HELP or STUDY TIPS for the health test please speak with Mr. Mann and Mr. Thomas to schedule a meeting (any day before school, lunch, after school). You should have your own notes already prepared and your notes organized.


 * FINAL NOTE: If you miss the Health Test because you are sick, it is YOUR RESPONSIBILITY to arrange a time with Mr. Mann** **(morning, lunch, after school) to write it AS SOON AS YOU RETURN TO SCHOOL. If you are going to be away for a trip or vacation, it is YOUR RESPONSIBILITY to arrange a time with Mr. Mann (morning, lunch, after school) to write it BEFORE YOU LEAVE (plan ahead)! If you fail to take the responsibility for your re-write, you will receive a zero on the test which will seriously affect your mark in Health.**























__**CLASS #7**__: **GROWTH & DEVELOPMENT TEST + PRE-SUBSTANCE USE UNIT QUESTIONS (APR. 12, 2013):**

__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**__: **"SUBSTANCE USE INTRO" (APR 26, 2013):**

__In-Class:__

1. We opened the unit by discussing what is a "substance" (anything foreign we put into our bodies such as drugs and alcohol). Most substances are illegal and dangerous and dramatically affect behaviour and emotions (the way you act and feel). We also looked at the concept of addiction and how substances can enter the body (intake).

Recall the definitions of the three categories of substances: Stimulants / Depressants / Hallucinogens (some substances have multiple classifications)! The balloon concept is a good way to remember how stimulants and depressants affect our CNS (Central Nervous System). **We want to be armed with good information for when we finish Gr. 8 and go to high school so that we can make good decisions about our health and say "NO" to harmful and dangerous substances**.



2. Recall the timeline that we discussed on the board from when you got here in September of Gr. 7 to when you are leaving in June of Gr. 8 and then potentially in your Gr. 9 year. The concept of change is extremely important here as are the reasons WHY change occurs:

-Exposure to more substances plus more opportunity and accessibility -Social network expansion -Peer pressure -Stress (remember what was said about using "stress" as an excuse)! -Media -Freedom -Self-confidence / Self-esteem / No limitations

*What is the main point? You need to understand that doing drugs or drinking when you are 14 or 15 years old is extremely dangerous and never has positive outcomes. Never.

ON THIS NOTE, THE FOLLOWING READING IS EXTREMELY IMPORTANT FOR THIS UNIT AND WILL BE THE BASIS OF THE TEST IN JUNE:



__Homework:__

1. Go to the CBC link below and watch the 45-minute film entitled "The Downside of High". Once you are on the CBC page, click on the link "Watch This Video" (the 45 min. one NOT the 30 sec. one). It is the top, smaller, shaded box below the main photo. Watching it with your parents is encouraged. It may take a few seconds to load and you may have to sit through a few commercials. If you see a CBC screen with a black background promoting other shows / links, and the video isn't there, type "downside" in that screen's seach box above and you should get it.

If you still can't get the video, watch it with a friend that can. You may also need to watch it using Google Chrome. If you still can't get the video and as a final resort, come see Mr. Mann well BEFORE next Health Class. DO NOT just show up next Health Class without having seen the video. The excuse: "I couldn't get the video" is not valid considering the steps listed above. Make sure you take notes while watching it since information from the film will be on the unit test and the notes that you take will be checked as homework NEXT CLASS (minimum 2 pages of notes).

__[]__

The following questions are not specifically about the above video but rather about getting trustworthy information about issues that affect your personal health.

2. Answer the following questions in point form (typed):

a) Who should you listen to / believe when it comes to questions about your health? b) If you had a problem with your body (ex. your heart, muscles, organs, lungs, etc) or mind (brain), where would you go? c) Why would you go to these people / places? d) Why is it important to consider the SOURCE of the information you are getting? e) What factors / characteristics are important to you when seeking valid information concerning your personal health (ex. education, experience)? f) How do these questions and answers apply to our unit on Substance Use?

__Extra Marks:__

1. Find all the information you can about WHY MARIJUANA SHOULD **NOT** BE LEGALIZED (make sure you use REPUTABLE internet sources from organizations and government agencies - DO NOT COPY AND PASTE BLOGGED REPONSES FROM RANDOM PEOPLE ON THE INTERNET). Do you agree with what you have read? Why or Why not? Write a two-three paragraph response justifying your answer. You must cite your information sources (internet, print).

__**CLASS #2**__: **"KNOW NO" (MAY 10, 2013):**

__In-Class:__

1. We started class by giving back homework assignments. We then got into groups of 3-4 and discussed / completed the following: a) We all know that nobody should be experimenting with alcohol before you are legal age. We also know that nobody should ever use illegal drugs for any reason. However, it is harder to say "No" than it appears. What are some difficult situations / circumstances where it might be hard to say "No"? List in your groups - be specific. b) How do you actually say "No" in these tough situations? What are some techniques that you would use? *Note: There are many refusal techniques so your responses here should not be to "Just say no." Think of how you can do it and what traits / skills you must possess in order to successfully be free from bad decisions. c) Define what you think is a bad decision? Think of a situation in the past where you made a bad decision (big or small - but keep it appropriate ex. not studying for the Health Test). Share with the group what you could have done better in that situation.


 * *While this was going on, I checked your homework from the "Downside of High" and notes from the video last class. **

2. How To Say "No." We looked at the documents below and openly discussed techniques for refusing drugs and alcohol in tough situations.





__Homework__:

1. Read all documents below. Yes, there are four but you have more than two weeks to accomplish this (due next Health Class). Compose a response paragraph (6-8 sentences) FOR EACH DOCUMENT (not one for all four). The following questions can guide your response paragraph:

a) What are some things that you did not know before that you find interesting? What are some points / lessons / facts that you will remember? b) Why is this document important for Gr. 8's? Be specific about what each document gives you in terms of lessons and knowledge.









2. Check out the videos at the link below and answer the following questions:

http://deerparkhpe.wikispaces.com/THE+SCIENCE+BEHIND+SUBSTANCE+ABUSE

a) List 5 scientific facts about the brain and marijuana consumption (ex."feel good" neurotransmitters). b) List 5 scientific facts about the brain and alcohol consumption (ex.how Gama affects behaviour). c) Why is it important to understand the scientific element behind marijuana and alcohol use (you should mention something about addiction here)?

__Extra Marks:__

1. Go to the following link on the Wiki. It is the "Gr. 9 Corner" (left-side, red section, main page): http://deerparkhpe.wikispaces.com/GR.+9+CORNER Read all of the posts by Jillian and Polly & Liz (yes ALL of them - they are short BUT FUN AND NOT DIFFICULT TO READ). These posts were designed to help you with the transition to high school next year. Answer the following questions ON THE DISCUSSION TAB ON THE LINK or hand it in on a separate piece of paper (here are the questions): a) Did you find these posts helpful? Why or why not? If you choose "no" make sure you explain what could have made the posts better? b) Which of these posts was your favourite? Why? c) What else would you like to know about going to high school next year? What are you most nervous / anxious about? What are you most excited / happy about? d) What are you going to miss about Deer Park? If you could transfer something, or take something with you to high school, what would it be?


 * THIS HOMEWORK MUST BE HANDED-IN TO MR. MANN NEXT GYM CLASS ON TUESDAY, MAY 14 (DAY 8). THERE ARE NO MORE HEALTH CLASSES THIS YEAR (HEALTH CLASSES ARE NOW GYM CLASSES). **