Obj: TSWBT examine how conflict resolution plays a role in a healthy relationship.

Journal: define what peer pressure is AND OR explain why or how we can avoid negative peer pressure in 4-5 sentences.

lesson: we completed reviewing the journal with a short discussion. We then used a powerpoint to go over quickly the six different types of conflict.

assignment: book assignment pag 220-224 real life issue, before you read, lesson assessment.

OR

project: find four different types of conflicts, the antagonist, and label the conflict type. Then use RACE to answer the question “How could the conflict be resolved?”

Obj: TSWBT Examine the signs of drug dependence.

Journal: Explain the four categories of a prescription drugs AND OR write about the effects of prescription drug abuse in 4-5 sentences.

lesson: students were given time to complete the journal and discuss it quickly before moving onto the next topic. From there we looked at a brief difference between OTC (over the counter) and prescription drugs. Then we watched a short clip on the affects of drugs on the brain.

http://learn.genetics.utah.edu/content/addiction/mouse/

assignment: Book assignment pg 592, Real life issue, before you read, and lesson assessment.

OR

project: Find ten different drugs and list five different signs for those drugs.

Obj: TSWBT explain how peer pressure affects the choices we make.

Journal: explain what a healthy friendship is AND OR how can you improve your friendship in 4-5 sentences.

Lesson: Students completed their journal after which we discussed quickly the journal. From there handouts were passed around about peer pressure. Students were asked to relate the quotes to peer pressure.

assignment: Book assignment

or

worksheets with RACE (How does peer pressure play a role in our lives?)

Obj: TSWBT Identify prescription drugs and their affects.

Journal:Define all the types of decisions making AND OR explain a time when you used one of those decisions in four to five sentences.

Lesson: we reviewed the journal, and discussed again the three types of decisions. From there students completed a worksheet as a class on a video about prescription drugs. We discussed why some people take the drugs, and what are some of their effects.

assignment: complete the book work OR complete the worksheet about one specific prescription drug.

Obj: TSWBT identify safety precautions in selected activities.

Lesson: we briefly reviewed the five components of health related fitness, the six skill related fitness, and the FITT principle. After the review we discussed in through a game identifying safety equipment used for a variety of activities.

assignment: students were to create their own game for others to identify the safety equipment through pictures.

Obj: TSWBT Explain components of a healthy friendship.

Journal: Explain good communication AND OR list good communication skills in 4-5 sentences.

Lesson: We briefly reviewed the journal and we went right into a ted talk about what makes good friendships.

after the clip and answering some questions they were given time to complete missing or incomplete work.

assignment: Fill out the tedtalk worksheet 1-5,8-9,10,12. Work during work cycle.

Obj: TSWBT explain the three types of decision making skills.

Journal: Explain what a mind map is and how it is used to gather information AND OR write how you could use a mind map in class using 4-5 sentences.

Lesson: We reviewed their journal about a mind map. Then we talked about the three types of decisions we make; snap decision, no decision, and responsible decision. From there students had work cycle to complete today’s assignment and previous assignments.

assignment: work cycle for the students to complete their assignments and describe each of the three decisions we can make.

Obj: TSWBT Demonstrate Components of good communication skills.

Journal: explain what respect is AND OR describe how you can show respect in 4-5.

Lesson: we reviewed briefly about respect and how we can show respect. Then as a class we played Kahoot to learn basics about communication. After which student could work on their assignment in work cycle.

assignment: Student could complete the book Pages 152-157

Before you read, Real life issue, and lesson assessment.

OR

complete the packet from the website.

Communication-Skills-Notes

Obj: TSWBT explain a variety of ways to gather information.

Journal: Why are refusal skills important AND OR why should we use refusal skills, use four to five sentences.

Lesson: we briefly went over the journal, and from there we had a short discussion about different ways to collect information. I then gave a small introduction about a mind map and how we can use it to gather information.

Assignment: you must have one main point, eight topics, 16 sub points, and 32 sub sub points.

create a mind map on paper or poster

OR

use mindmapfree.com/# to create a mind map.

Obj: TSWBT demonstrate refusal skills in at least three different ways.

Journal: explain what passive, aggressive, and assertive behaviors are AND OR list 4-5 behaviors in total about each behavior.

Lesson: The class finished their journal after which we reviewed for those who were absent. Then in groups we listed 10 different ways to say no. After that students listed what 10 different scenarios as what or when they would need to say no.

assignment: Students will completed book work pages: 202-204

or students completed a project with RACE, why are refusal skills important?