Journal: write about the function of the skeletal system, AND OR write down 4-5 facts about the skeletal system.
Lesson: the circulatory system, we reviewed quickly about the skeletal systems and what its main purpose is. Students were then given time to work on their human and the body systems. Their was a quick video about the circulatory system from crash course on you tube.
OBJ: TSWBT investigate mental health resources. 1.3d.
Journal: Define what abuse is and or make a list of examples in 4-5 sentences.
lesson: total health/health triangle
Students completed their journal and we did a brief review on what abuse is and what it may look like. from there we did a short power point presentation about the health triangle and students had time to complete two assignments to help them understand the health triangle and what falls into each category. The first assignment let them know how they were doing in their health triangle.
Health-Traingle-Assessment-Worksheet-14-15-PDF
assignment: pg 8, real life issue, before you read, lesson assessment and write and define the vocabulary words.
OR
project: Students are to complete ONLY part 1.
You will need at least 7 pictures for each part of the triangle, and explain 6 TOTAL pictures (2 from each part of the triangle) why they belong their.
OBJ: Explain how caloric intake and energy expenditure affect the body. 2.3.e
Journal: Name the functions of the muscular system, AND OR list different types of muscles in 4-5 sentences.
Lesson: crash course on the skeletal system,
and we identified different facts about the muscular system. Such as osteoblast, and osteoclast. Students were given time to work on their project.
OBJ: TSWBT identify different forms of abuse.
Journal: Explain the fives steps to conflict resolution, and or write down when you would use the five steps in a conflict you may encounter.
Lesson: We read a short story about abuse, after the students had completed their journal with a short discussion. From there students identified the different types of abuse and what they look like.
assignment: book assignment pg. 178
real life issue, before you read, and lesson assessment 1-7.
OR
project: four square, most common form of abuse, list treatment sites or places, find a story and list the abuse, explain the difference between two different types of abuse.
OBJ: TSWBT list short and long term effects of poor nutrition. (2.3b)
Journal: write down the benefits of some of the nutrients AND OR explain the function of a nutrient in the body in 4-5 sentences.
Lesson: Students completed their journal and we had a brief discussion/review about the nutrients. After the review I went over their rubric, and their project. Today we went over the respiratory system and its functions. Use the link below to find the video;
Student will have a week and a half to complete their project. Below you will find the rubric and what is required for the assignment.
OBJ: TSWBT differentiate between a healthy relationship and an unhealthy relationship.
Journal: why is it important to have stress management skills AND OR define stress in 4-5 sentences.
lesson: students completed their journal and we did a short review about stress management skills. From there as a class we talked about what a healthy relationship and unhealthy relationship look like. Then students did group work coming up with what they look like in each category. Time was then given for their assignment.
Assignment: book assignment pg 236; real life issue, before you read, lesson assessment 1-7, and vocabulary.
OR
project: Define healthy and unhealthy relationship; list 10 skills need for a healthy relationship, list 10 physical and phrases you might see in a healthy relationship, and what do you look for in a healthy relationship in a paragraph.
and Where can I go for help?
OBJ: TSWBT identify effects of the environmental conditions on activity performance. (4.6)
Lesson: we did a quick review of “describing the difference between sports and recreation” which was turned in. Then students completed a task of 10 questions about a sports team and gave brief information about that sport. After students had completed the in class assignment they practiced a team sport of ultimate frisbee. Students had the choice to practice at different stations of throwing, bocce, a game, and or trick throwing.
See me for copy of assignment.
students have been working on lacrosse, we have been practicing scooping and passing. We have been working on objectives such as covering a space, passing to a specific, and good communication. The test in lacrosse will be next week along with a new topic of ultimate frisbee. Use the link below to study for the lacrosse test.
OBJ TSWBT: list short and long term effects of proper and improper nutrient consumption. (2.3b)
Journal: write a brief summary about your diet you learned about, AND OR list facts about your diet in 4-5 sentences.
Lesson: we discussed our journal after they completed their writing. We then reviewed the seven nutrients. After the review we talked through a presentation on the seven nutrients and some of their roles in the body. We missed the nutrient Fiber, but that was one of their options for their assignment.
Assignment: book pg. 303 before you read, real life issue, and assessment questions 1-7.
OR
project: Students a research assignment from the link.
OBJ: TSWBT demonstrate stress management techniques. (1.2d)
Journal: write down what causes you stress, AND OR list 4-5 different ways to reduce stress.
Lesson: Demonstrate stress management
Students completed their journal and we discussed what are some different ways that they can reduce stress. Students were then given time to practice a stress reduction activity.
assignment: practice stress reduction, and then turn in a small journal prompt about what worked and what they liked and did not like.