8-1+HEALTH+2014-15


 * 8-1 HEALTH **


 * WHEN: Day 1, Period 5 ** (1:32 - 2:22 PM) --- NOTE: Health classes begin on/following ** October 29, 2014 **
 * WHERE:** Cafeteria (2nd floor)
 * WHAT TO BRING:** Notebook/binder, homework, pen/pencil


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

A) **Homework** : 60% - See details per unit. 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).


 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/e/e1/MyPyramid1.png/220px-MyPyramid1.png width="131" height="112"]] UNIT 1: **Nutrition **
 * [[image:http://nursingcrib.com/wp-content/uploads/growth-chart2.jpg?9d7bd4 width="131" height="95"]] UNIT 2: **Growth & Development **
 * [[image:http://hazelstreet.com/wp-content/uploads/2013/06/Teen-Drug-Rehab.jpg width="138" height="113"]]UNIT 3: ** Substance Use **

<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**

__Class #1 (Wed. Nov. 5 Day 1 Per. 5): Killing Us Softly #4 - The Media's Affect on Ideal Body Image:__

__In Class__:

1. Distribute class materials and explain Health structure, class distribution, and requirements. Make sure you have a duotang or section in your binder. Recall the class evaluation that designates your Report Card Mark: Homework = 60%, Tests / Assignments = 30% / Class Participation = 10%.

2. Discuss the term: "Culture of Toxicity" (Dangerous Environment): -Media creates the Ideal Body Image which is unnatural, unrealistic and unattainable. -ALL images that we see in the media are photo-shopped. -Many advertisements objectify women. This can lead to violence and poorly formed relationships. -Unfair judgments are created - women feel they are not good enough and men use these images as comparison tools. BOTH ARE WRONG! -There are perceived rewards associated with attractiveness (ex. popularity). They are false. We should NEVER base our self-worth on how we look.

3. Watch Jean Kilbourne's "Killing Us Softly #4" - YOU MUST TAKE NOTES!

__Homework__:

1. Collect 1-2 ads (magazines, newspapers, printed from on-line source) and bring them into class. You must have a hard copy of them (recall you are not allowed to bring your phones to class so you cannot say: "It's on my phone").

2. Watch ALL of the following short videos about the Media and our perceptions of beauty. Complete the 5 questions (below the embedded videos) on a separate typed document to be collected. Do not answer the questions for each video, respond to them as a whole. Minimum = 5 lines per question.

A) Watch the following video titled "Dove Evolution" (type this into YouTube if it doesn't appear below - the 1 min. 26 sec. version).

media type="youtube" key="omBfg3UwkYM" width="420" height="315"

B) Watch the following video titled "Fotoshop by Adobe" (type this into YouTube if it doesn't appear below - the 2 min. 15 sec. version).

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

C) Watch the following video titled "Dove Beauty Sketches" (type this into YouTube if it doesn't appear below - the 3 min. 01 sec. version).

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

D) Watch the following video titled "Dove Selfie" (type this into YouTube if it doesn't appear below - the 3 min. 01 sec. version).

media type="youtube" key="_3agBWqGfRo" width="560" height="315"

__**Questions:**__

1. Type the name of the video and a briefly (1-2 sentences) describe each one.

2. Which video did you like the best? Why? Which video did you like the least? Why?

3. Why are these videos important to our study of Eating Disorders?

4. How does the media affect how we view ourselves? Make reference to at least one of the videos.

5. What can boys learn from these videos (3-4 sentences)? What can girls learn from these videos (3-4 sentences)? Answer both.

__Extra Marks__:

1. Compose an email to the future you in high school (Gr. 12). It should be at least 3 paragraphs. Give tips, reminders, warnings, support about the dangers of advertising and the media. Make reference to ideal body image, culture of toxicity, and objectification. Consider your lifestyle, the choices you make, and your immediate future (ex. job, career, college, university).

__Class #2 (Wed. Nov. 12 Day 1 Per. 5): The Culture of Toxicity:__

__In Class__:

1. Class Discussion about the homework videos. Which did you like best and why? Consider Jean Kilbourne's film //Killing Us Softly #4// and the videos and answer the questions: How SHOULD we define beauty in our society? How can we change the Culture of Toxicity? What did we learn from the homework (Youtube Videos)? See Class #1 notes (above) if you forget the aspects of a toxic cultural environment.

2. Share and discuss samples of the ad(s) that you collected for homework. Look for examples of photo-shopping. Are the models real? Below is one of the best examples of a photo-shopped ad.



Class discussion responses focused on the following (very important for the test): a) We should define beauty by what's on the inside NOT on the outside. b) "Self-Worth" or "Self-Esteem" (feeling good about ourselves) comes from what we DO, not how we look. It is dangerous to define ourselves based on appearance (think about how we change, how there is always something better, and we can't really control the genetics we have been given). c) CONFIDENCE and PRIDE are important words. They are more important than "hot" and / or "sexy".Confidence gives us the ability to try new things and succeed. Pride often motivates us and makes us feel good about our accomplishments. Both these traits allow us to form positive relationships and generally keep us happy.

3. Finish watching Jean Kilbourne's "Killing Us Softly #4" - CONTINUE YOUR NOTES FROM LAST CLASS!

__Homework__:

1. Answer the questions on the Word document below about Jean Kilbourne's film //Killing Us Softly #4.// Be prepared to submit the completed questions next class.



__Extra Marks__:

1. You are a director in charge of making a short video or infomercial to show teenage girls and boys the impact of the media, ideal body image, culture of toxicity, objectification and the development of eating disorders. Describe your video in (minimum) 2-3 paragraphs. What is the main message you want to get across? How would you get your point across? What type of setting would you use? Who would be featured in your video (girls, boys, adults, teens)? What would they look like? What dialogue would you use?

__Class #3 (Thurs. Nov. 20 Day 1 Per. 5):__ EATING DISORDERS 1: ADDICTIVE BEHAVIOURS

__In Class__:

1. Class discussion and presentation about Eating Disorders.



__Homework__:

1. Go to the National Eating Disorders website, and complete the questions on the document below.



__Extra Marks__:

1. Complete the questions on the document below about Advertising and Eating Disorders.



__Class #4 (Thurs. Nov. 27 Day 1 Per. 5):__ EATING DISORDERS 2: THE CYCLE

__In Class__:

1. Finish the class discussion and presentation about Eating Disorders. Take notes about the ED Cycle. The class notes may be different from what you see below so IF you miss this class, please see Mr. Mann or get the class notes from a student in your class that you trust. Here are some other key parts about the class discussion that you will need know for the test:

A) __Research about MALES and Eating Disorders - WHY SHOULD MALES CARE__? -Cases of males having disorders are on the rise. -Be careful of negative comments + behaviours (words + actions).

B) __Self-Esteem (SE)__: -What goes in to a strong, positive SE? What is SE affected by? -Family, Friends, Pets / Accomplishments (nothing too small) / Talents, Skills, Abilities / Health (physical and mental - smile) / Role Models / Interests, Activities. -Low SE = risk for mental health - anxiety disorders - BID - eating disorders.

C) __Body Image Dissatisfaction (BID)__: -What is it? Story from Mr. Mann's experience working with ED's. -Focus on flaws, lasts throughout lifetime, relationship to IBI (photo-shopped + unattainable). -Low BID = High SE & High BID = Low SE.



2. Read ALL 3 articles below (groups or as a class). Discuss each article highlighting eating disorders, body image, and what you learned.







__Homework__:

1. THE TEST IS NEXT CLASS: __THURSDAY, DECEMBER 4__! **YOUR HOMEWORK IS TO STUDY FOR THE TEST (30% of your mark is based on unit tests).** <span style="font-family: Arial,Helvetica,sans-serif;">Mr. Mann is available anytime to ask questions about the test or to get extra help in preparation. You can also ask questions about eating disorders in general if the resources under the main HEALTH link are not enough.

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">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;">-Fill In The Blanks


 * <span style="font-family: Arial,Helvetica,sans-serif;">*Similar to last year, you may hand in your OWN written or typed STUDY NOTES for extra marks towards the test. **

<span style="font-family: Arial,Helvetica,sans-serif;">*WHAT TO STUDY FOR THE TEST? Focus your attention on the Powerpoint and Word Document from Class #3 and Class #4 (available to download above if you missed or lost it).

__Extra Marks__:

1. Respond to each of the three articles above highlighting what you learned about eating disorders and body image and **how the articles make you feel**. DO NOT JUST DESCRIBE WHAT THE ARTICLES ARE ABOUT. The best responses will incorporate themes we discussed in class (ex. Objectification, Culture of Toxicity) and the terms presented in the articles (ex. Pro-Ana). Your response should be typed on a single page with three total paragraphs - only one paragraph per article (please label each paragraph with the title of the article).

__Class #5 (Mon. Dec. 8 Day 1 Per. 5): THE TEST__

__In Class__:

1. You will have 30 minutes to write the test. We will likely take it up in class.


 * __GROWTH & DEVELOPMENT UNIT__: **

__Class #1 (Fri. Jan. 9 Day 1 Per. 5): Respect Sex & Healthy Relationships__

__In Class__:

1. Review the special rules for this unit (different material). Note the format (3 classes + test) and evaluation opportunities (i.e., how to get higher marks).

2. **THE DOCUMENT BELOW IS EXTREMELY IMPORTANT FOR THE UNIT TEST.**



3. In groups, discuss aspects of HEALTHY and UNHEALTHY relationships. Some relationship aspects include: arguing, trust, pressure, communication, humour, jealousy.

4. Read the following scenario about a relationship and answer the corresponding questions (both the scenario and questions are on the document below):



__Homework:__

1. Read the short article below titled "The Most Important Sex Talk Of All". Answer the questions on the Word Doc below.





2. Read the following two short newspaper articles (see the Word Doc below) about some dangerous attitudes and behaviours happening in high schools. Answer the questions below (A-D) on a separate piece of paper.



A) How do these stories make you feel? What do they say about the high school culture towards sex? B) Use point form to list the negative attitudes and behaviours displayed by the people in the stories (boys, girls, adults). C) Taking both stories in general: Who is at fault - boys or girls or both? Who should be punished and why? D) What do you think is THEE SINGLE MOST IMPORTANT LESSON from these stories? Be brief.

3. Choose and **briefly** explain 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 friend (ex. “humour”) but also on actions / behaviours BETWEEN you and your friend (ex. “listens to me”). NOTE: The best answers will feature insight and detail (ex. Don’t just type: “He / She is nice”). This IS YOUR opinion but remember there are characteristics that are more healthy than others (as discussed in class). Here is an example of what is meant by a "brief" explanation and what a part of your response may look like: "#2. MONEY: I value a rich boyfriend so that he can buy me nice things. Wealth is a key part of a healthy relationship because it makes both people happy."

__Extra Marks__:

1. Compose an email to the future you in high school (Gr. 12). It should be MAXIMUM 3 paragraphs. Give advice, reminders, warnings, support about the issues involved in the decision to engage in sexual behaviour. Think about everything that we spoke about in class and that you learned from the homework. Quote certain phrases or cite certain examples if possible, and think about where the "future you" might be in terms of your life and relationships with boys and girls.

__Class #2 (Fri. Jan. 16 Day 1 Per. 5): Contraceptive Choices__

__In Class__:

Collect Homework.

1. Class opens with a brief review of the lessons learned from last class and the homework (which you SHOULD have completed):
 * 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" taught us to RESPECT SEX and RESPECT EACH OTHER. This leads to positive decisions during the difficult teenage years.
 * A change needs to be made in society that destroys the dangerous "boy-culture".

2. Contraceptive Choices - **The following points are required knowledge for the test (and for life):**

A) 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 #1) 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.

B) BEFORE thinking about a contraceptive method, a person must follow these three steps:
 * Talk & Trust - talk to your partner and develop a trusting relationship where communication is open and honest.
 * Choose the best method based on both people in the relationship (e.g., this could be abstinence)!
 * Access a Contraceptive method and plan ahead (e.g., having a condom WITH you).

At this point, we speak 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 speak about a person's personal continuum of sexual behaviour (e.g., kissing / touching) and what is appropriate when engaging in all types of sexual behaviours. This continuum should not be threatened since it is obviously individual / personal and affects your comfort and enjoyment. The boundary line gets drawn at the point where you feel comfortable versus uncomfortable.

3) Contraceptive Chart / Myths: THESE DOCUMENTS ARE EXTREMELY IMPORTANT FOR THE UNIT TEST!





Discuss "Plan B" (the Emergency Contraceptive Pill) and how it is not a safe birth control method but instead should only be used in unavoidable, drastic situations.

Contraceptive methods from the handout are to be researched using the website below. This website is actually incredible. All choices and methods are fair game for the test!

__Homework:__

1. Choose four contraceptive methods from the class handout or the website below.

[|SexualityandU Website]

Answer the following questions (A-C) FOR EACH OF THE FOUR METHODS:

A) What type of contraceptive is it (e.g., barrier)? What is involved in using it (brief description)? B) List the advantages of this method. C) List the disadvantages of this method.
 * NOTE: For the Oral Contraceptive Pill - do ONLY the COC, not the POP (you will see this on the site).


 * DO NOT JUST CUT AND PASTE FROM THE WEBSITE - IT MUST BE IN YOUR OWN WORDS!**

__Extra Marks__:

1. Choose ONE of the following:

A) You are an actual Contraceptive method that can think and talk. You want to show the rest of the methods and the public that you are clearly the best Contraceptive choice out there. Prepare a promotional speech to deliver to a large audience of women and men aged 18 - 30. Write AS THE METHOD and apply what you have already learned including what you are, how you work, and your many advantages (e.g., "I am better than because "). What method should you choose? That is up to you to figure out. The speech should be MAXIMUM 3 paragraphs.

OR. ..

B) Create a rhyming couplet poem about ONE Contraceptive choice (e.g., male condom). Be creative and apply what you have already learned including what you are, how you work, and advantages and disadvantages. You can use the class handout and the website above for information if needed. The poem must be at least 3 verses. The best poems will be rewarded by Mr. Mann (not to mention the extra marks)!

__** HOMEWORK ABSENTEES: **__

__Missing Homework (see Mr. Mann if you somehow don't know which homework you are missing):__

-Miguel -Sydney B -Richard -Omar -Alexandre -Kelly -Avery -Garrett -Emily -Sebastian -Kia -Luke -Carina

__Class #3 (Mon. Jan. 26 Day 1 Per. 5): Sexually Transmitted Infections (STIs)__

__In Class__:

Collect Homework.

1. We play an interesting game at the start of class about the spread of STIs. Also, know that cases of STIs reported among teenagers in North America are on the rise and how knowledge = safety and freedom in your relationships for now and the future.

The following document is extremely important for the test. We discussed it in class:



__Homework:__


 * *NOTE: THE TEST WILL OCCUR LATER THIS WEEK IN A PERIOD THAT IS NORMALLY A GYM CLASS: __THURSDAY, JAN. 29 (DAY 4 / PERIOD 4)__! **

1. STUDY FOR THE TEST!

<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;">-Fill In The Blanks <span style="font-family: Arial,Helvetica,sans-serif;">-Short Answer

<span style="font-family: Arial,Helvetica,sans-serif;">*As always, you may hand in your OWN written or typed STUDY NOTES for extra marks towards the test. Remember that your study notes must be newly-generated (you can't hand in previous class notes), must have adequate detail / depth, and must show an attempt to organize information efficiently.

<span style="font-family: Arial,Helvetica,sans-serif;">*Recall that Mr. Mann is available anytime to ask questions about the test or to get extra help in preparation.


 * <span style="font-family: Arial,Helvetica,sans-serif;">__*WHAT TO STUDY FOR THE TEST__? **

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. Most of the test questions will come from these handouts and the information detailed in the class descriptions above. However, the test will also feature some lessons emphasized in class and the homework assignments so review your homework and class notes briefly in your studying.









__Extra Marks__:

1. Create next year's Gr. 8 Growth & Development test! You may even know many of the Gr. 7 students and if your questions are good enough, I will put them on the test (or just hand your test to them)! What is it out-of? What kind of questions will be on it? What will you ask? What do you want them to know or what are the most important points from the unit? HAND THIS TO MR. MANN PRIOR TO THE TEST (at the start of the class before the test, or anytime before that)!

__HOMEWORK ABSENTEES__:


 * __ The homework you are missing is listed in parentheses: __**

-Miguel (Class 1 + 2) -Sydney (Class 1 + 2) -Chloe (Class 2) -Aahba (Class 2) -Richard (Class 1 + 2) -Omar (Class 1 + 2) -Avery (Class 1 + 2) -Garrett (Class 1 + 2) -Emily (Class 1 + 2) -Seb (Class 1 + 2) -Emma (Class 2) -Luke (Class 1 + 2) -Carina (Class 1 + 2) -Zack (Class 2)

__Class #4 (Thurs. Jan. 29 Day 4 Per. 4): THE TEST *Not your regularly scheduled Health Class!__

__In Class__:

1. You will have 30 minutes to write the test. We will likely take it up in class.


 * No Homework!

__Class #5 (Mon. Feb. 2 Day 1 Per. 5): Wrap & Rap__!

__In Class__ :

1. Hand back study sheets and take-up the test.

2. A frank discussion about your marks and the upcoming Report Card..

3. The plan for HEALTH in the next four weeks.


 * No Homework!


 * __SUBSTANCE USE UNIT__: **

__Class #1 (Wed. Mar. 25 Day 1 Per. 5): Review Classifications + Notes__

__In Class__:

1. We open 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 look at the concept of addiction and how substances can enter the body (intake).

We explore in detail 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. We discuss a timeline that ranges from when you got here in September of Gr. 7 to now (end of Gr. 8) and then potentially in your Gr. 9 year and beyond. The concept of change is extremely important here as are the reasons WHY change occurs. It gives us insight into the reasons teens experiment with drugs and alcohol:

-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 14-18 years old is extremely dangerous and never has positive outcomes. Never.

__Homework:__

1. Go to the CBC link below and watch the 45-minute film entitled "The Downside of High" (approx. 45 minutes). 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 search 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). You can add your own information from the video above (Downside of High), class notes / discussions, or even the video we watched in health class last year.

__Class #2 (Wed. Apr. 1 Day 1 Per. 5): Drugs & The Brain__

__In Class__:

1. We start class in groups of 3-4 and discuss 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) As a group, decide on 2-3 questions to ask Mr. Mann: What do you want to know about drugs and alcohol? What have you heard that you want to clarify? The questions should be ones that the group wants to learn about the MOST - not silly, ineffectual "yes / no" questions. All students write the questions. We will discuss them later. **RECALL THAT CLASS PARTICIPATION MARKS (10%) ARE EARNED HERE. YOUR GROUP WILL KNOW IF YOU DIDN'T DO THE HOMEWORK AS WILL MR. MANN.**


 * While this is going on, I will check your homework from last class: 1) Notes from the "Downside of High" and 2) Answers to question #2 a-f.

2. We discuss the homework with particular attention to where teens get their information (reliable VS. unreliable sources). After this, we examine the following documents which explain about how the brain reacts to substances and various important definitions (both these documents are essential for the unit test).

__Drugs & The Brain__:





__Alcohol__:





__Homework__:

1. Find an current article (from 2012 forward) from a valid source: newspaper, magazine, reputable website about Teens and Drug & Alcohol Use. Type a 1-2 paragraph response (maximum - no more than one or two paragraphs) about the article. DO NOT JUST SUMMARIZE THE ARTICLE - provide details about what you learned and why it is important / why you chose it. Make sure you include a printed copy of the article.

__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 any five (5) of the posts. All of these posts were designed to help you with the transition to high school next year. Answer the following questions AND submit them 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 why and what could have made the posts better. b) Which of these posts was your favourite? Why? c) Rank all 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?


 * The following students have not shown Mr. Mann their homework from Class #1 and need to hand it in. You are missing out on valuable marks! **


 * __HOMEWORK ABSENTEES__: **

-Mr. "Don't Be On This List" (Class 1)

__Class #3 (Fri. Apr. 10 Day 1 Per. 5): Knowing NO__

__In Class__:

1. Students are to read the following document individually:



2. We get into groups of 3-4 and discuss the following points:

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. d) From the "Super 6" document: Choose one of the 6 points that you think is MOST IMPORTANT and that means something to you (Note: they are all important). Discuss with your group and come to a consensus about the most important one. You will share your answer and the reason(s) why you chose it with the class.


 * While this is going on, I will check your homework from the last class: 1) Summary & Analysis of current article about Drugs & Alcohol WITH reference to the important substance use definitions and how drugs affect the brain.**

3. How To Say "No." The documents below discuss techniques for refusing drugs and alcohol in tough situations.





__Homework__:

1. Compose an email to the future you in high school (Gr. 12). It should be at least 3 paragraphs. Give tips, reminders, warnings, support about the issues that might be facing you regarding drugs and alcohol. Include any material / points / lessons from our class discussions, notes, and homework this unit. Think about who you are as a person and what is important to you NOW, and where you might be in the future. You will be assessed on your ability to provide good advice about substances and positive decision-making processes.

__Extra Marks:__

1. We have all seen commercials about drug and alcohol prevention geared towards teens. This is your chance to improve them. Pretend you are a director in charge of making a commercial geared towards either teenage girls and / or boys with the clear message to avoid drugs and alcohol at all costs. Describe your video. What would you show? What would your message be? Would you have a catch-phrase? How would you get your message across (ex. humour, drama, song)? What type of setting would you use? What kind of characters would be featured in your video ex. girls, boys, adults (parents, teachers), super-heroes, cartoons)? What would they look like and what would they do? You will be assessed on your ability to convey a strong message not necessarily the quality of commercial. In other words, this does not have to be perfect but is your chance to get creative so have fun with it!


 * The following students have not shown Mr. Mann their homework from Class #1 or Class #2 (or both) and need to hand it in. You are missing out on valuable marks! **


 * __HOMEWORK ABSENTEES__: **

__ The homework you are missing is listed in parentheses: __

-Miss "Don't Be On This List" (Class 1 + 2)

__Class #4 (Fri. Apr. 17 Day 1 Per. 5): Prep!__

__In Class__:

1. This class is a one-time evaluation opportunity based on a group performance in class. If you are not in class, you simply won't get the marks. Students will be put into groups (by Mr. Mann) and will get 10-15 minutes to prepare a short (2-3 minutes) skit or presentation about saying "NO" to drugs and / or alcohol. You can present a skit or scene with characters in a specific setting, an anti-drug commercial (some students might have one already prepared if they did the Extra Marks from last class), or you can do a song / rap. Everyone in the group MUST CONTRIBUTE and you have to show at least 1-2 things you have learned during this unit (it can be about HOW to say "No" which we learned about last class).

2. We will all watch the mini presentations during class. All groups will present.

__Homework__:

1. STUDY FOR THE TEST. THE TEST IS NEXT CLASS: __FRI__ __ DAY APRIL 24 __ !

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">The Test is out of 40. It may contain the following types of questions: <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">-Multiple Choice <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">-Fill In The Blanks <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">-True & False <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">-Short Answer <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">-Matching


 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">*Again, you may hand in your OWN written or typed STUDY NOTES for extra marks towards the test. Remember that your study notes must be newly-generated (you can't hand in previous class notes), must have adequate detail / depth, and must show an attempt to organize information efficiently. **


 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">*Recall that Mr. Mann is available anytime to ask questions about the test or to get extra help in preparation. **

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">__*WHAT TO STUDY FOR THE TEST__?

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.













__Extra Marks__:

1. Create next year's Gr. 8 Substance Use test! You may even know many of the students in Gr. 7 and if your questions are good enough, I will put them on the test (or just hand your test to them)! What is it out-of? What kind of questions will be on it? What will you ask? What do you want them to know or what are the most important points from the unit? SUBMIT THIS TO MR. MANN PRIOR TO THE TEST (as you come in, or anytime before the class).

**The following students have not shown Mr. Mann their homework from Class #1 or Class #2 or Class #3 (or any combo) and need to hand it in. You are missing out on valuable marks!**


 * __HOMEWORK ABSENTEES__: **

__ The homework you are missing is listed in parentheses: __

-Mr. & Mrs. "Don't Be On This List" (Class 1 + 2 + 3)

__Class #5 (Fri. Apr. 24 Day 1 Per. 5): THE TEST__

__In Class__:

1. You will have 30+ minutes to write the test. We will likely take it up in class.

*No Homework. HEALTH IS COMPLETED FOR THIS YEAR!