OBJ STWBT: describe the importance of guidelines for the safe use of medicine 3.1b.

Journal: list the three types of decisions AND explain two of them in 4-5 sentences.

Lesson: Students completed their journal and many students were absent that day. I spent some time reviewing what those choices are and how they will affect us. After which we spent a little time watching a clip about prescription drug abuse, and what happens in the body when we take a drug. Students completed a worksheet during the video and we shared notes and answers afterwards. Then students had time to complete their assignment about their drug they researched.

Review: list five benefits of physical activity.

Lesson: Students completed their review, and we talked about the different parts of the body that physical activity could benefit. Students were then given time to participate in activities that use friction outside. (the gym was being used so we were outside, and will complete the inside activities next time). After the activity students completed a worksheet explaining what they did, and how friction was applied in their activity.

OBJ TSWBT: USE decision making skills to solve problems.

Journal: write down the six steps for refusal skills AND explain steps in 4-5 sentences.

Lesson: Students completed their journal, and we did a quick review going over the six steps. After which I shared my story about making choices and how they affect us. We talked about the three kinds of choices such as; snap decision, responsible, and no decision. Students were then give time to complete their assignment.

assignment: students need to find three stories and explain a point in that specific story about one of the three choices; snap, no decision, and responsible decision.

OBJ: complete missing work

Review: write down the FITT principal and explain each one.

lesson:Students completed their review for previous objectives, and we talked about how FITT principal applies to certain activities. Students were then give time to complete missing work. After they completed missing work students read pages 32-35 so they could list the benefits of physical activity.

This unit we are working on volleyball and students will learn skills required for the game as well as the rules. see video below to help prepare you for the test.

OBJ TSWBT: complete or design a mind map.

Journal: write down the six steps for refusal skills AND explain three steps in 4-5 sentences.

Lesson:  Students were given time to do their review, and we talked again about what peer pressure is, why this is important, and how this relates to health. After the journal then we talked about mind maps, how they are used for taking notes, why they are important, were they will use it, AND most importantly of all how it relates to health.

assignment: complete a mind map; 1 topic, 8 main points, 16 sub points, and 16 sub sub points.

OBJ:  Identify appropriate risks and safety factors in the selection of fitness activities. 4.9

Review: write down each component of the FITT principal AND explain each one.

Lesson: Students completed their review and we had a short discussion about each one to help refresh their memories. Then students were given time to complete their worksheet from last time. Students may access this worksheet from the previous post. Then as as class we unscrambled words as a class in fun competitive way words that portrayed different activities. Then students were given tasks to come up with safety equipment for those activities to  complete their objective.

OBJ: 1.4D Demonstrate refusal skills for managing peer pressure.

Journal: give one example of each time you used a passive, assertive, and aggressive response in 4-5 sentences.

Lesson: students completed their journal, and we had a short review about last periods lesson. From here we talked about peer pressure, there was a power point presentation about the six steps for refusal skills. We also had a short discussion about tipods and how that relates to peer pressure. After the presentation students had time to complete their assignment. Here is the rubric for their assignment.

4- list four different examples of peer pressure. AND write down a one sentence response for each of the six steps for refusal skills for each example of peer pressure. (a total of 24 lines; there are six steps, one sentence each)

3-list three different examples of peer pressure. AND write down a one sentence response for each of the six steps for refusal skills for each example of peer pressure.

2-list two different examples of peer pressure. AND write down a one sentence response for each of the six steps for refusal skills for each example of peer pressure.

1- did not complete or do assignment.

OBJ: identify appropriate risks and safety factors in selection of fitness activity. 4.9

Review: Draw and label all parts of the pyramid and give one example of each.

Lesson: Students completed their review, and then the students read pages 27-31. Students read about the FITT principal. We learned and discussed about the definitions, how they are used, and how they are applied in activity selection. Students then completed a worksheet,W3.1a Activitygram and then completed their Objective with the following rubric:

4- identify two sports and or activities, list 4 risks, and list 4 safety factors.

3- identify two sports and or activities, list 3 risks, and list safety factors.

2-identify two sports and or activities, list 4 risks, and list 4 safety factors.

1- Did not complete or do assignment.

OBJ: TSWBT Listen to all sides before taking action in solving conflict 4.16

Review: list three sport skills, and three skill related fitness.

Lesson: today students completed their review and talked about the differences between sport skills and skill related fitness. After which students talked about different types of levers, and they could work in a group or by themselves. They found a lever, defined the class of lever, and gave an example of how that lever is used. They did a short presentation and then they went into group juggling in the gym so they could complete their objective. They were given different tasks to complete so they could listen to all sides.