Journal: Explain to me the difference between self-image and self-esteem. Use at least five sentences.

In class we talked about the different emotions that we can feel, but we also discussed how each person feels different emotions for the same situation. As a class we talked about healthful and harmful ways for dealing with our emotions.

Assignment: Students are to write 3-4 paragraphs that contain at least 3-5 sentences about a situation they encountered or a situation that they saw on either their favorite TV show or movie. they are to name the feelings or emotions during that situation, name all the helpful ways of dealing with those emotions, and also describe the harmful ways of dealing with those emotions.

topic: self-image

Journal: Define self-esteem in two to three sentences and write down this quote and explain to me what you think it means. “No one can make you feel inferior without your consent.”

Eleanor Roosevelt.

In class we talked about self-image, how the students see themselves and how they believe they should behave, what they should wear, and how they should act. Students also discussed what portrays that kind of image that they see, and where they see it.

assignment name: J. Self-image

assignment rubric: students are looking at a character from their favorite TV show, or movie. They need the following:

1. 10 characteristics, or traits.

2. 3-5 sentences of how that character is portrayed as.

3. Name of Show.

4. Name of character.

Journal: Take out a piece of paper and write down what you want to learn in health. Complete in five sentences.

assignment (s):

1. Bingo, students completed out a chart that had people list the emotions that they used.

2. Positive and negative traits, students divided their paper into two columns, and listed the traits positive on one side and negative on the other side.

3. Classroom discussion about how emotions affect our self-image and what we can to help improve our self-image.

In class we covered the syllabus, which needs to be signed and turned in by this coming Monday January 25, 2016. Students need to sign it themselves and to have their parents sign and date it as well.

In class today we worked on the archery test, by writing down the 11 skill cues, and drawing and labeling the archery course. After the students finished their test they worked on finding evidence of learning that they could put into their portfolios.

In health we covered the five components of fitness and finished the slide show. We then moved onto the FITT principal and created a FITT principal workout. After the class had finished, the class got into groups and created or invented a new game that their peers will play and our use.

assignment name: FITT

assignment: students created a FITT principal work out, and used the components of physical fitness to create a plan that they can use or apply.

5 components of physical fitness.

Journal: what does “TBI” stand for and what are some signs of a TBI.

assignment name: 5 components

In groups students created lists of 10 activities that they can do for each component of physical fitness except for body composition. Students understand the difference between aerobic and anaerobic exercises.5 Components PowerPoint

assignment name: KWL have 5 items in each section

We had a classroom discussion on calories, how many calories you will intake for an average meal in either Mcdonalds, Burger King, and Wendy’s. Students then looked at variety of activities that burned calories from a list of daily activity, and added up the amount of calories needed to burn off their meal.

Later students learned about the KWL chart, and they listed things that they have learned from health, what they know about about those health topics, and what they want to know about health in any aspect.

topic: Optical illusions, and physical activity

assignment name: Physical activity

What we discussed in class was how we as people see things differently and how illusions play a role in our mind. After a few pictures and demonstrations we moved into physical activity.

In physical activity we discussed daily physical activity and physical activities outside of the home. The students then in groups created a list of physical activity that followed this rubic;

1. Names of students in group.

2. One piece of paper.

3. Least the activities from most active to least active.

4. Ten of those activities must be used inside the home (i.e. cleaning your room, mowing the grass, raking the leaves, and or doing the dishes)

Journal: write down what you remember from the presentation from Jason Child.

In class we talked about cyber bullying. We read the story about David, and answered these questions.

• How did it make you feel to hear about this incident?
• What do you think motivated the students who created the Web site?
• What about those who added comments or e-mails and those who chose not to tell anyone about what was taking place?
• What would you have done if you received a link to the Web site or a message inviting you to visit and join in?

We watched two video clips about cyber bullying and what people say. We performed classroom discussions, and wrote down reasons for cyber bullying and strategies for handling cyber bullying.