OBJ: list short and long term effects on the brain from the use of illegal drugs.

Journal: Write down five non-communicable diseases and or list 4-5 symptoms of non-communicable diseases.

lesson: we reviewed what some non-communicable diseases are, and we talked about some of the different kinds of symptoms. Then students either in groups or by themselves identified on a T chart certain illegal drugs and what some of their effects are. Then they did another T chart that was matching on how illegal drugs may affect their life.

assignment: students listed five different illegal drugs, AND listed five short and five long term affects on the brain for EACH of the five illegal drugs.

OBJ: identify appropriate ways to show interest and express affection for others.

Journal: Write down five non-communicable diseases and or list 4-5 symptoms of non-communicable diseases.

lesson: we talked about what non-communicable diseases are and what some of those look like. From there we had a short discussion about good social skills and how they apply to appropriate ways to express affection. We then watched the movie “Elf” and they completed their assignment as they watched the movie.

assignment: pg. 598

Project: watch the movie elf and list 5 good social skills, list five bad social skills, list five times in the movie when appropriate affection was shown, then list five examples of appropriate times to show affection today in your life.

OBJ: TSWBT identify short and long term effects.

Journal: Define communicable disease AND OR explain how communicable diseases are spread in 4-5 sentences.

Lesson: the students were given time to complete their journal and we talked about the definition and how communicable diseases are spread. Students had a hard time with the definition, so I recommend going over the definition again. Students then watched a short youtube clip on communicable diseases and their four categories. (https://www.youtube.com/watch?v=q0scBynXQL8 )  Then students were presented a small powerpoint about non communicable diseases, the definition, what they are, factors, and categories.  Then students were given time to complete their project or assignment.

Assignment: real life issue, before you read, lesson assessment, and vocabulary pg. 702

Project: group project assignment on a word document. Come find me if you need one because I could not up load one.

OBJ: TSWBT describe symptoms of common communicable diseases.

Journal: explain what alcohol poisoning is AND OR explain what you learned about the legal consequences about alcohol  in 4-5 sentences.

Lesson Students had time to complete their journal and we talked about the consequences and definition of peer pressure. From there students as a class, talked about what is a communicable disease, how are they transferred, and listing common communicable diseases. Students were then given time to complete their assignment.

assignment: page 929 real life issue, before you read, lesson assessment with the vocabulary and definition.

OR project: students completed a worksheet from the website on CDC.gov about communicable diseases.

OBJ: TSWBT describe symptoms of common communicable diseases.

Journal: explain what peer pressure is AND OR explain what you learned about the consequences about peer pressure in 4-5 sentences.

Lesson Students had time to complete their journal and we talked about the consequences and definition of peer pressure. From there students as a class, talked about what is a communicable disease, how are they transferred, and listing common communicable diseases. Students were then given time to complete their assignment.

assignment: page 929 real life issue, before you read, lesson assessment with the vocabulary and definition.

OR project: students completed a worksheet from the website on CDC.gov about communicable diseases.

OBJ: TSWBT identify legal consequences for alcohol. (3.1d)

Journal: write about some of the consequences of smoking AND OR write about what you learned about from the you tube clip in 4-5 sentences.

Lesson: Students were given time to complete the journal and had a short discussion about how smoking can affect our bodies. We also had a brief discussion about what to do if confronted with peer pressure about smoking. After which the teacher gave a brief power point alcohol, and the students were given time to complete their in class assignment.

assignment: page 578 real life issue, before you read, lesson assessment 1-7, and vocabulary with their definitions.

OR a project: Students completed a four square writing assignment which consisted of; list legal consequences of alcohol use, what are some signs of alcohol poisoning, and students researched where they can go to to find help, then students researched three myths about alcohol and what the truth really is.

OBJ: TSWBT identify components of a healthy relationship. (1.4a.)

Journal: define cyber-bullying and or write how you should handle cyber-bullying when confronted by it in 4-5 sentences.

Lesson: the students worked on their journal when they came in and after 8 minutes, we had a short review about what cyber-bullying is and how it should be handled. We also discussed how they can get help if in that situation. After their journal students had time to read and mark an article about peer pressure, and talked about good and bad peer pressure, what is it, and how to create positive peer pressure. The article is found is the link below.

http://headsup.scholastic.com/students/peer-pressure-its-influence-on-teens-and-decision-making

assignment: book page 198, real life issue, before you read, lesson assessment 1-7, and vocabulary with definitions.

OR

project: students completed a four square written assignment;  definition of peer pressure, list five good and five bad examples of peer pressure, explain how peer pressure relates to a healthy relationship, and finally explain how to create positive peer pressure.

OBJ: TSWBT evaluate media and marketing tactics.

Journal: explain what you learned about the body systems AND OR write about their functions in 4-5 sentences.

Lesson: The students had time to work on their journal and touched up on some of the ideas on some of the functions in the body and their  roles in the body. After the short discussion we watched a short TED TALK

about smoking and how the media uses certain tactics to get people hooked to smoking.

assignment: pg. 542 real life issue, before you read, lesson assessment, and vocabulary.

project: two worksheets one about the effects of smoking, and the other about the media tactics.

OBJ: TSWBT identify abusive behavior (4.3a, 1.4c)

Journal: Make a list of unintentional injuries, AND OR explain how to avoid unintentional injuries in 4-5 sentences.

Lesson: students were given time to complete their journal, and we talked about different ways accidents can happen. Then students were given time to read an article titled “Bullied into Suicide” in the Peoples magazine. We then had a short discussion about what is cyber bullying and what they learned from the article.

Book assignment: pg. 729, real life issue, before you read, lesson assessment and the vocabulary words.

OR

project: Definition of cyber bullying, list ten phrases of cyber bullying, explain the difference of face to face bullying and cyber bullying, write a paragraph of the consequences of cyber bullying.