8-4+HEALTH+2013-14


 * 8-4 HEALTH **


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

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

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


 * [[image:http://upload.wikimedia.org/wikipedia/commons/thumb/e/e1/MyPyramid1.png/220px-MyPyramid1.png width="91" height="73"]]Fri. Nov. 29 (Day 1) – Thurs. Dec. 12 (Day 5): **Nutrition ** (Gym Classes resume Fri. Dec. 13 – Day 1)
 * [[image:http://nursingcrib.com/wp-content/uploads/growth-chart2.jpg?9d7bd4 width="92" height="77"]]Mon. Jan. 6 (Day 1) – Fri. Jan. 17 (Day 5): **<span style="color: #0ea70e; font-family: Arial,Helvetica,sans-serif; line-height: 1.5;"> G&D **<span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;"> (Gym Classes resume Mon. Jan. 20 – Day 1)
 * [[image:http://www.alumnicenter.org.ua/uploaded/mm_files/39.jpg width="89" height="73"]]<span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">Thurs. Apr. 17 (Day 1) – Fri. May 2 (Day 5): **<span style="color: #0ea70e; font-family: Arial,Helvetica,sans-serif; line-height: 1.5;">Substance Use **<span style="font-family: Arial,Helvetica,sans-serif; line-height: 1.5;"> (Gym Classes resume Mon. May 5 – Day 1)

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

__**NUTRITION AND HEALTHY EATING UNIT**__


 * __Overview:__ **

__Class #1 (Date: Wed. Nov. 27 Day 4, Per. 1):__ KILLING US SOFTLY: THE MEDIA'S AFFECT ON BODY IMAGE


 * See video below in the "Big Assignment" section case you missed it in class or want to watch it again. YOU MUST TAKE NOTES IN CLASS.

__Class #2 (Date: Wed. Dec. 4 Day 4, Per. 1):__ EATING DISORDERS 1: ADDICTIVE BEHAVIOURS



__Class #3 (Date: Wed. Dec. 11 Day 4, Per. 1):__ EATING DISORDERS 2: THE CYCLE



__Class #4 (Date: Thurs. Dec. 12 Day 5, Per. 4):__ THE TEST!


 * See details about the TEST below (#5).

<span style="font-family: Arial,Helvetica,sans-serif;">__**IMPORTANT NOTES**__:

<span style="font-family: Arial,Helvetica,sans-serif;">1) The class schedule above is set. Keep in mind that on Thurs. Dec. 5 you will be in the gym for our District Review which is why we made it up with an earlier start (Nov. 27). Although you can follow on-line, there is no replacement for being in class so try not to miss scheduled Health classes.

<span style="font-family: Arial,Helvetica,sans-serif;">2) There is only ONE ASSIGNMENT (see below) this year. It is not a class-by-class homework format like last year. The entire assignment is posted below. You can work in pairs or threes from your class. The due date for the assignment is THURS. DEC. 12, 2013 (hand it directly to Mr. Mann in his office). KEEP IN MIND, YOU CAN SUBMIT IT EARLY - YOU DO NOT HAVE TO WAIT UNTIL THE LAST MINUTE. You will want some time to prepare for the test (Dec. 11) as opposed to ONLY working on your assignment (Due: Dec 12) and you will not be able to effectively complete the assignment in one night. You will also submit a pie chart with your assignment to determine if your group members contributed equally to the final product. LATES (assignments submitted AFTER Dec. 12) ARE NOT ACCEPTED! You are not allowed to submit the assignment with parts missing and cannot use the excuse: "My partner didn't do his / her part." The assignment must be submitted using regular 8.5 X 11 paper either stapled, in a folder, duotang, or binder with **your names and class on it**.

<span style="font-family: Arial,Helvetica,sans-serif;">3) The assignment is extremely important for your understanding of the unit and your overall mark (worth 60% of your mark). If you DO NOT submit the assignment, you will be less-prepared for the test and can safely assume that you will get a low mark on it. A low test mark, combined with NOT submitting the assignment will result in a failure. Below is the Assignment Rubric outlining how you will be assessed and the Peer & Self Evaluation Pie Chart:

<span style="font-family: Arial,Helvetica,sans-serif;">



<span style="font-family: Arial,Helvetica,sans-serif;">4) Mr. Mann is available anytime to ask questions about the assignment, submit the assignment early, and get extra help in preparation for the test. 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;">5) The Test is out of 30 this year (not as long / difficult as last year). It will contain the following types of questions: <span style="font-family: Arial,Helvetica,sans-serif;">-Multiple Choice <span style="font-family: Arial,Helvetica,sans-serif;">-Short Answer <span style="font-family: Arial,Helvetica,sans-serif;">-Matching <span style="font-family: Arial,Helvetica,sans-serif;">-Fill In The Blanks <span style="font-family: Arial,Helvetica,sans-serif;">-True & False

<span style="font-family: Arial,Helvetica,sans-serif;">*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 #2 and Class #3 (available to download above).

<span style="font-family: Arial,Helvetica,sans-serif;">__**THE EATING DISORDERS BIG ASSIGNMENT:**__

-Work in pairs or threes (equal contributions; Pie Chart) -Due: Dec. 12 (no exceptions, excuses) -Final Product submitted neatly, together, complete -Very Important (60% of your overall mark)
 * __Remember__:**

__<span style="font-family: Arial,Helvetica,sans-serif;">PART A: __<span style="font-family: Arial,Helvetica,sans-serif;"> VIDEO ANALYSIS

<span style="font-family: Arial,Helvetica,sans-serif;">1. 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.

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3. Watch the following clip titled "Fotoshop by Adobe" (type this into YouTube if it doesn't appear below - the 2 min. 16 sec. version). Answer the questions on the Word document below.



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4. Watch the following clip titled "Dove Beauty Sketches" (type this into YouTube if it doesn't appear below - the 3 min. 01 sec. version). Answer the questions on the Word document below.



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__<span style="font-family: Arial,Helvetica,sans-serif;">PART B: __<span style="font-family: Arial,Helvetica,sans-serif;"> PRINT ANALYSIS

1. Read ALL 3 articles below. Respond to each article 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) 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 and labeled on one document.







2. For this part of the Print Analysis, you will be looking at advertisements. Follow the document below:



__<span style="font-family: Arial,Helvetica,sans-serif;">PART C: __<span style="font-family: Arial,Helvetica,sans-serif;"> WEBSITE ANALYSIS

1. Go to the National Eating Disorders website, and complete the questions on the document below. Answer all questions in full sentence form.




 * __GROWTH & DEVELOPMENT UNIT__: **

__Class #1 (Thurs. Jan. 9 Day 4 Per. 1): Respect Sex__

__In Class__:

1. Your Eating Disorders Unit Tests and Assignments were returned.

2. We looked at the terms: SEX, SEXY, AND SEXUALITY (Concept Chart) as a class and the decision to engage in sexual behavior. **THE DOCUMENT BELOW IS EXTREMELY IMPORTANT FOR THE UNIT TEST** (and life)!



3. We read the following stories (see the Word Doc below) about some dangerous attitudes and behaviours happening in high schools:



Specifically, we looked at these questions: a) How do these stories make you feel? b) What are some negative consequences of the attitudes and behaviours in these stories? 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 talked as a class and noted that a change needs to be made in society. The minds and actions of teenagers need to be guided by RESPECT. Respect for sex and for each other.

__Homework:__

1. Read the article below titled "The Most Important Sex Talk Of All". Answer the questions on the Word document and be ready to show it to Mr. Mann next class.





__Class #2 (Fri. Jan. 10 Day 5 Per. 4): Healthy Relationships__

__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. 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 as a class about a relationship and answered the corresponding questions (both the scenario and questions are on the document below):



__Homework:__

1. 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 partner (ex. “humour”) but also actions / behaviours BETWEEN you (“listens to me”). Note: The best answers will feature insight and detail (ex. Don’t just type: “He / She is nice”).

__Class #3 (Thurs. Jan. 16 Day 4 Per. 1): Contraceptive Choices__

__In Class__:


 * The following points are required knowledge for the test (and for life):**

1) 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.

2) 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!

At this point, we spoke 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 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.

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





We then 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.

Contraceptive methods from the handout are to be researched using the website below. All of them are fair game for the test!

__Homework:__

1. Choose three contraceptive methods from the handouts or the website below.

[|SexualityandU Website]

Answer the following FOR EACH OF THE THREE METHODS:

a) What type of contraceptive is it (e.g., barrier)? What is involved (brief description)? b) List the advantages of this method. c) List the disadvantages of this method.
 * NOTE: For the Oral Contraceptive Pill - do BOTH the COC and POC (you will see this when on the site).


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

__Class #4 (Fri. Jan. 17 Day 5 Per. 4): Sexually Transmitted Infections (STIs)__

__In Class__:

1. We played an interesting game at the start of class 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 discussed it in class:



__Homework:__

1. STUDY FOR THE TEST NEXT 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.



__Class #5 (Wed. Jan. 22 Day 3): TEST!__ **NOTE: THE TEST WILL TAKE PLACE DURING ONE OF YOUR HOMEROOM PERIODS WITH MISS CHENG.**


 * __SUBSTANCE USE UNIT__: **

__Class #1 (Thurs. May 8 Day 4 Per. 1): Intro__

__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 14-18 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" (45:06). 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).

__Class #2 (Fri. May 9 Day 5 Per. 4): Drugs & The Brain__

__In Class__:

1. We started class in 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). 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 last class: 1) Notes from the "Downside of High" and 2) Answers to question #2 a-f. **

2. We discussed the homework with particular attention to where teens get their information (reliable VS. unreliable sources). After this, Important documents were handed out and explained interactively (documents are below):

__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. Summarize and analyze the article in one typed page (use size 12-font, no spacing, and 1" margins only). Make sure you make reference and include as many of the Substance Abuse Definitions (Tolerance, Addiction, Withdrawal, Gateway Drug, Relapse) and sentences about how drugs work in the brain. *NOTE: The article may not mention the words and concepts directly but you should be able to recognize how they apply to your article. 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 ON THE DISCUSSION TAB on the link AND 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 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?

__Class #3 (Thurs. May 15 Day 4 Per. 1): Knowing NO__


 * *Students on the Gr. 7&8 Boys Soccer team must submit their homework to Mr. Mann BEFORE today (if missing this class).**

__In Class__:

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


 * *While this was going on, I checked 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. **

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





__Homework__:


 * The following students have not shown Mr. Mann their homework from Class #1 or Class#2 (or both) and need to hand it in before the test in Class #4! You are missing out on valuable marks! **

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

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

<span style="font-family: Arial,Helvetica,sans-serif;">*Similar to previous units, you may hand in your OWN written or typed STUDY NOTES for extra marks towards the test. You may also schedule a time with Mr. Mann to receive extra-help. This is a closed-book test (you may not look at your notes during the test).

Here are the documents that will be featured on the test:













__Class #4 (Fri. May 16__ __Day 5 Per. 4): THE TEST!__


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