OBJ: TSWBT demonstrate active listening skills during class and through the semester.

Journal: write down what you know about the seven nutrients AND OR write down facts about certain nutrients in 4-5 sentences.

Lesson: We reviewed the seven nutrients and what they were. Then as a class we discussed what active listening looks like from the video clip.

After the video clip, we talked about the nutrition labels, their purpose, and what we need to look for.

assignment: Book pg 274

before you read, real life issue, and assessment 1-7.

OR

project: a nutrition paper was given for students label each section AND what we need from each nutrient (there are seven of them)

EditableNutritionFactsLabel (2)

OBJ: TSWBT demonstrate effective communication skills in class and through the semester.

Journal: write down what you have learned from your drug presentation AND OR write down facts about your drug in 4-5 sentences.

lesson: we quickly ran over their journals, and then we did a brief lesson on active listening by watching a short youtube clip.

then we practiced those active listening skills (four of them) during the presentations the students gave.

Obj: TSWBT identify and analyze nutritional resources.

Journal: Define what abuse is AND OR list what abuse looks like in 4-5 sentences.

Lesson: as a class we did a brief review of what the definition of abuse is, and what does abuse look like. Then as a class we took a short test on nutritional information from different fast food restaurants. Then we did a quick discussion about nutrition, what does it look like, where do we get it, and what resources do we have for nutritional resources.

assignment: book work; before you read, lesson assessment, and real life issue.

OR

project: student were given a worksheet, find a website that hosts nutritional information, and use that information to make a poster about WHY that information is applicable.

Obj: TSWBT examine the legal consequences of drug use.

Journal: define alcoholic, social, and problem drinker AND OR list signs of of each in 4-5 sentences.

Lesson: students completed their journal, then they were given an assignment of completing the book work Pages 536, 560, 586, 620 and completing 1-33 on all the pages. OR they could do a power point presentation. Instructions were given by me and students may get another copy if they lose there copy.

(3.1c) Examine the consequences of drug use, misuse, and abuse.

(3.1e) Evaluate the impact of alcohol and other drugs on families and communities.

(3.2a) Discuss risk factors with alcohol, tobacco, and other drug use and abuse.

(3.2b) Examine the impact of peer pressure on alcohol, tobacco, and other drug use and abuse.

(3.2d) Advocate for healthy alcohol, and other drug policies in the home and the community.

(3.3a) Describe methods of professional intervention for those affected by addictions.

(3.1b) Describe importance of guidelines for the use of medicine (prescription drugs, OTC)

Obj: TSWBT Identify types of abuse.

Journal: Name all six types of conflicts, AND OR write about one type of conflict using one example in 4-5 sentences.

Lesson: Students completed their journal and for those who were absent we talked briefly about the six different types of conflicts. After which we read two different stories about abuse and identified which kind of abuse they fell under.

assignment: book assignment pg. 236 Real life issue, before you read, and lesson assessment.

OR

project: What does the abuse look like? give 10 examples.

And answer Where can you go to for help? and use RACE to answer the question in 2 paragraphs.

Obj: TSWBT Explain the difference between an alcoholic, social, and problem drinker.

Journal: write down signs of drug dependence AND OR write down what you learned about drug dependence in 4-5 sentences.

Lesson: complete the journal and did a quick review of the signs of drug dependence. From there students listened to a song by Ellis Paul about “All Things Being the Same”. Students then as a class discussed the difference between an alcoholic, problem, and social drinker.

Obj: TSWBT examine how conflict resolution plays a role in a healthy relationship.

Journal: define what peer pressure is AND OR explain why or how we can avoid negative peer pressure in 4-5 sentences.

lesson: we completed reviewing the journal with a short discussion. We then used a powerpoint to go over quickly the six different types of conflict.

assignment: book assignment pag 220-224 real life issue, before you read, lesson assessment.

OR

project: find four different types of conflicts, the antagonist, and label the conflict type. Then use RACE to answer the question “How could the conflict be resolved?”

Obj: TSWBT Examine the signs of drug dependence.

Journal: Explain the four categories of a prescription drugs AND OR write about the effects of prescription drug abuse in 4-5 sentences.

lesson: students were given time to complete the journal and discuss it quickly before moving onto the next topic. From there we looked at a brief difference between OTC (over the counter) and prescription drugs. Then we watched a short clip on the affects of drugs on the brain.

http://learn.genetics.utah.edu/content/addiction/mouse/

assignment: Book assignment pg 592, Real life issue, before you read, and lesson assessment.

OR

project: Find ten different drugs and list five different signs for those drugs.

Obj: TSWBT explain how peer pressure affects the choices we make.

Journal: explain what a healthy friendship is AND OR how can you improve your friendship in 4-5 sentences.

Lesson: Students completed their journal after which we discussed quickly the journal. From there handouts were passed around about peer pressure. Students were asked to relate the quotes to peer pressure.

assignment: Book assignment

or

worksheets with RACE (How does peer pressure play a role in our lives?)

Obj: TSWBT Identify prescription drugs and their affects.

Journal:Define all the types of decisions making AND OR explain a time when you used one of those decisions in four to five sentences.

Lesson: we reviewed the journal, and discussed again the three types of decisions. From there students completed a worksheet as a class on a video about prescription drugs. We discussed why some people take the drugs, and what are some of their effects.

assignment: complete the book work OR complete the worksheet about one specific prescription drug.