OBJ: TSWBT explain how caloric intake and energy expenditure affect body weight. (2.3a)

Journal: write down how to maintain a healthy weight, AND OR write down what you learned in 4-5 sentences.

Lesson: Students completed their journal, and we did a short review about the journal. Then as a class we read about two different diets and how they affected people. A short discussion was pursued afterwards about what was common between the two diets. Students were given their assignments.

assignment: book pg. 297 before you read, real life issue, assessments.

OR

project: complete the definition of the diet, explain what it is and how it works, explain if it is good or bad for individuals, and How does this affect the body? using RACE to answer that last question.

OBJ: TSWBT apply stress management techniques (1.2d)

Journal: Write down the definition of depression AND OR explain signs of depression in 4-5 sentences.

Lesson: Students worked on their journal, and we had a small/short discussion about the journal. Then students as a class had a small discussion about what stress is, and what are some good and bad stresses in our lives. Then students were given their assignments.

assignments: Book pg 92-96 before you read, real life issue, and assessments.

OR

project:

define stress in three sentences, write down 15 signs of stress, write down ten causes of stress. Then students answered this question “What is the best way to handle stress?” using RACE. (restate the question, answer the question, cite your source, and explain your answer.)

OBJ: Explain short and long term affects of poor nutrition and inactivity.

2.3b.

Journal: write down what you learned from previous period AND OR explain why it is important to read a food label in 4-5 sentences.

Lesson: Students completed their journal, and we talked about the 7 nutrients that are important. Students then watched a short video in the link below;

then students were given their assignments.

assignments: Book pg 290; real life issue, before you read, assessment 1-5.

OR

project:

1. Find two diets and explain how they affect maintaining or losing weight?
2. Write down how much exercise you need to maintain a healthy weight? List some exercises (four) and for how long you need to perform those exercises.
3. Compare and contrast two meals that are the same but of different sizes? What did you find? Explain how this would impact maintaining a healthy weight.
4. Find six positive benefits for eating breakfast and explain your answer. (at least six sentences)
5. Explain how establishing a healthy sleep pattern helps you maintain a healthy weight in 5 sentences.
6. List six ways to motivate yourself to exercise and eat healthy.
7. Describe how drinking more water will help you maintain a healthy weight.

OBJ: TSWBT distinguish types of mental disorders and explain their effects on individuals and society.

Journal: write down what you learned from someone else presentation AND OR write down how drugs affect a community in 4-5 sentences.

Lesson: we went over some of the presentations from the previous period, and completed a journal. Then I gave a brief presentation on depression in a power point found on the link below.

https://www.samaritans.org/education/deal/dealing-with-feelings/talking-about-depression

assignment: complete a book assignment: before you read, real life issue, assessment.

OR

project: create a list of ten behaviors, ten things a depressed person might say, and a list of ten emotions a person might feel.

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.