8-1+HEALTH+2011-12

**8-1 HEALTH**

**When 8-1 has Health:**
 * Day 4, Period 1 (9:07am - 9:53am) in the cafeteria**

**DATE OF FIRST CLASS:**
 * THE FIRST DAY 4 AFTER OCTOBER 19**

**Current unit:**
 * // 1) Nutrition and Healthy Eating // [[image:http://www.becel.ca/en_ca/images/articles/canadas_food_guide_en.jpg width="120" height="128"]]**
 * 2) Growth and Development**
 * 3) Substance Use and Abuse**

__**NUTRITION AND HEALTHY EATING UNIT**__

__Class #1: Introduction and A Review of Screen Time__

In-class: 1. Come to the cafeteria prepared with:
 * Pen
 * Pencil
 * Paper + Duotang
 * Homework

2. Report Cards:
 * Phys. Ed.
 * Health - How do you get good marks? -Class, homework (including extra-credit!), assignments, and unit tests


 * Health is its own seperate subject on your report cards.**

__Homework:__ 1. Think about a typical week. Log your SCREEN TIME in hours per day (it could be different each day). For example, Monday could have 2.5 hours and Saturday could have 6 hours.

2. Add the 7 days together for a weekly total: __ asdfasd __ a) Are you surprised at your total? Why or why not? b) Do you think your total is high / low / average for a teenage boy / girl?

3. What can you do to lessen your screen time? Be specific.

4.Why can't you just spend as much time as you want watching, staring, texting, typing etc.?

5. What other things besides screen time make up the rest of your day / week (not including sleep)? Make a list with hours.

__Extra Marks:__

1. 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?

2. Wiki Hunts (see below). Do one for minimal extra marks, do all three for maximum extra marks.


 * [[file:WikiHunt 1.doc]]


 * [[file:WikiHunt 2.doc]]


 * [[file:WikiHunt 3.doc]]

__Class #2: Killing Us Softly - Advertising and The Development of Eating Disorders__

__In-class__:  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 SIMILAR: 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 and body image dissatisfaction - it's definition and it's role in the development of eating disorders. IF you missed the video in class or want to refresh before the test you can watch the version below. media type="youtube" key="cIE4ehx3Usk" height="315" width="420" kkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk __Homework__: kkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk 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).



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).



media type="youtube" key="iYhCn0jf46U" height="385" width="480"

__Extra Marks:__ kkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk 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 #3: Eatng Disorders - A Detailed Look At These Dangerous Behaviours__

1. A Key Discussion About **Eating Disorders and Body Image**. If you missed this class, please read and closely study the following document as we went over it in close detail in class. It is extremely important to this unit and many questions on the test will come from this class and the following document.



__Homework:__

1. The PSA Project below (distributed in class) contains all the information you will need to complete the assignment including the guidelines, rubric, and due dates per class. This assignment is extremely important in determining your first term Health mark. Do not miss this assignment!



__Extra Marks:__

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.

kkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk 2. 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 900+ posts). For every five people (students in your class, peers, friends) that you get to answer 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 #4: Tuesday, December 6, 2011: Body Shapes & Sizes and Test Prep__

1. PSA Projects were collected while students worked on the Nutrients Terms & Definitions sheet. Some pairs made amazing raps / poems. IF YOU DID NOT HAND-IN A PSA TODAY, PLEASE MAKE SURE YOU GET IT TO MR. MANN AS SOON AS POSSIBLE AS IT IS IMPORTANT FOR YOUR HEALTH MARK! Also remember what I said about your Health Mark, extra-credit, missing homework, incomplete assignments and about preparation for high school next year. See me if you need clarification.

2. Students were informed about the upcoming EATING DISORDERS & BODY IMAGE TEST! All Gr. 8 Classes will be doing the test on ** Tuesday ** **, December 13, 2011. Note: THIS IS NOT YOUR REGULAR HEALTH CLASS!** Do not miss this test and be prepared. See below for a test outline and "What To Know For the Health Test" (the exact handouts, documents, information, areas of study to prepare for the test). All previous assignments were also handed back.

3. We watched the DVD Body Shapes & Sizes. Some information may be one the test! kkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk __Homework__: kkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk 1. Read the story about Comfort below and answer the questions on the sheet: kkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk kkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk 2. Study for the upcoming Health Test!

__**HEALTH TEST BREAKDOWN:**__ -17 Multiple Choice (1 mark each) = 17 -2 Short Answer (4 marks each) = 8 -5 Matching (1 mark each) = 5 -6 Fill in the Blanks (1 mark per blank) = 6 -4 True / False (1 mark each) = 4 ***TEST is 40 marks total and will be a major factor in determining your HEALTH MARK for Term 1!** kkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk __**WHAT TO KNOW FOR THE HEALTH TEST (Handouts / Areas of Study):**__ -Screen Time (e.g., what is it, how can we lessen it, why it is negative) -Lessons from the film //Killing Us Softly// (e.g., culture of toxicity, objectification) -Lessons from the //Dove Evolution// commercial (e.g., ideal body image and how it affects eating disorders) -Lessons from Comfort's Story (e.g., what other factors lead to the maintenance of eating disorders) -Eating Disorders FINAL handout (*Note: most of the test will feature this sheet front and back including the Eating Disorder Cycle, definitions, effects, body image, types of eating disorders)

kkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk __Pre-Unit Homework__:
 * __GROWTH & DEVELOPMENT UNIT:__ **

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). kkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk 2. List 5 things you remember about anything that has to do with Growth and Development unit (7-10 sentences). Be specific and appropriate. kkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk 3. List 5 questions that you would like answered about Growth and Development this year. Be specific and appropriate. kkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk
 * 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**

__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 (30% 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. 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**

__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. 16)**

__In-Class:__

1) We shared the story about the group of high school students in Texas that accumulated points based on sexual exploits. In groups that featured males AND females, we discussed the story along with the article "The Most Important Sex Talk Of All" from last class and identified similarities / issues that pertain to teenagers moving on to high school. Specifically, we looked at these questions:

a) How did the story make you feel?

b) How does the story relate to the article?

c) What is the double-standard what can we do to stop it?

d) What do you think is THEE SINGLE MOST IMPORTANT LESSON here?

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.


 * LESSONS LEARNED FROM THIS CLASS ARE EXTREMELY IMPORTANT FOR THE UNIT TEST . . . AND YOUR LIFE!**

__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**__: **CONTRACEPTIVE CHOICES (Mar. 5)**

__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!





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 #5:**__ **STI'S - SEXUALLY TRANSMITTED INFECTIONS (Mar. 26)**

__In-Class:__

**kkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk** **kkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkkk**
 * 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:__

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



2. STUDY FOR THE TEST NEXT CLASS:


 * Date of Health test: Wednesday, April 11, 2012: Day 4**

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:



**File Not Found**



__Extra Marks:__

1. Hand-in comprehensive study notes that you ACTUALLY USED for the test.

** __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.

__***IMPORTANT HEALTH NOTICE FOR ALL 8-1 STUDENTS:**__

Apologies for the postponement of Health classes and potential make-up dates these past two weeks.


 * YOUR NEXT HEALTH CLASS WILL BE: WEDNESDAY MAY 9 (Day 4) during period 1. **

This is your regularly-scheduled health class: same day, same period. We will be introducing the Substance Use unit. Homework assignments (see above) will be collected at this time. If you are doing the extra credit, please make sure you actually read the article (don't just print it out). A huge thanks and recognition to those great students who handed-in their homework over the past few days. There should be no excuses for missing the homework as you've had more than enough time to complete it!

__**CLASS #1**__: **"SUBSTANCE USE INTRO" (MAY, 9, 2012):**

__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. 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.



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. Now recall the story of what can happen by October of Gr. 9. 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

*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:



3. We watched the video on Marijuana and you were required to take notes for marks. This video is an excellent video and extremely significant to our unit. If you missed the class video, please copy extensive notes from a reliable classmate.

__Homework:__

1. 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). 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).

__[]__


 * You will be required to show notes for the video above PLUS the video we watched in class (at least two pages of notes).

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**__: **"THE TALK" (MAY, 24, 2012):**

__In-Class:__

1. We started class by giving back homework assignments. We then got into groups of 3-4 and discussed the following points: a) Decide on 5 "Big Lessons" from the "Downside of High": What did you learn? What do you remember the most? Why was this video important for Gr. 8's? Everybody in the group writes the "Big 5" down in their notes. b) Access the "Super 6" document handed out last class. Choose one of the 6 points and give an expert analysis (DON'T JUST READ THE PAGE): Your expert analysis should focus on: What does the point mean to you? Why is it important / Why did you choose it as a group? Can you expand on the point / Can you provide any examples? c) As a group, decide on one question to "Ask An Expert" (Mr. Mann). Many of you had great questions from the Pre-Unit homework. The question should be the one that the group wants to learn about the MOST - not a silly, ineffectual "yes / no" question. All students write the question AND leave room for the answer (provided later).


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

2. Important documents were handed out and explained interactively (all documents are below): a) Group members present their "Super 6" expert analysis with conclusions provided by Mr. Mann. b) Exploration of definitions and concepts: ex. Addiction and the "Science behind Addiction". There is also a fun quiz to test your knowledge which must be completed for homework (5 minutes max - answers to be posted here for next class). c) A look at alcoholic beverages and consumption dangers - this ss another important handout. Many students find this handout fun and informative! d) Ask an "Expert" - a chance to ask the one question your group came up with during the first part of class. All students are required to take notes on the answer.











__Homework__: tttttttttttttttttttttttttttttttttttttttttttttttttttttttt 1. Read the definitions page and do the Quiz (both attached above).

2. Go to the following website: [] Complete the document below typed, on a separate sheet of paper to be handed in:



3. Go to the following link on the Wiki (it is the main HEALTH section on the main page - not your Virtual Classroom): http://deerparkhpe.wikispaces.com/HEALTH Scroll down to the "SUBSTANCE USE RESOURCES / INFORMATION" section. Check out the links provided there. Rank your top three (3) websites that you found most interesting / helpful / informative (your opinion). Under each listing, type 4-5 sentences explaining why you found that particular website interesting / helpful / informative and list its strengths. Why should people go there?

__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 (8). 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: 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) Rank all 8 posts in order of how much you liked them with one being the most helpful and eight being the least helpful. d) 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? e) 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?