September 2nd 2019
NO SCHOOL
September 3rd 2019
FIRST DAY OF SCHOOL
1/2 DAY - music / stop /share
- Students will decorate a plain manila file folder with their name and any other decorative elements that they choose.(students will place their name in the center of the folder as well as the tab of the folder)
- Students will write a "Dear Me" letter. Its a letter student's write to themselves on the first day of school. Inside the letter they are to discuss their feelings about starting a new school year, what they loved/hated about the previous school year, and what they expect to learn this year. Also, students are to write at least three goals for the class and how they will accomplish these goals.
September 4th 2019
Classroom Expectations:
Extra Credit Opportunity - Rock /paper/Scissors
- Go through Syllabus
- Students are introduced to the classroom and the concepts that they will learn
- Students will get a brief understanding of the structure of my classroom.
- Familiarize students with my weebly page
- Supplies DUE on MONDAY 9-10-18
- Seating Chart
September 5th 2019
Balloon Activity
Go through the rubrics for file folders
students will place all their paper work into their manila folder
September 6th 2019
SUPPLIES are DUE- Monday
Team Building Activity- LEGO
students will place in order the hand-outs given to them yesterday, into their file folder
organize their binder-Monday
September 9th 2019
Students will place in the order the hand-outs given to them on thursday, into their file folder. Organize their binder PRETEST OVER CHAPTER 1 (understanding Health and Wellness) Ask for Volunteers for Current Event this week Video on Chapter 1 section 1 (Your Total Health) Students will receive a hand-out that relates to the video Reading over 1.1 - Handout Students will be randomly choose to read . Hand-out over the reading 1.1 (Your Total Health) I will be able to: understand that being in the best of health throughout your life means making healthy choices and practicing healthful behaviors. Success Criteria: Q&A Notes will be provided for students |
September 10th 2019
Journal Entry: From the Reading 1.1(Your Total Health)- Real Life Issues Check: In-Class Assignment from yesterday- Handout 1.1 Students will use their marking colored pen, to check their own assignment. Mini Quiz over the Reading from Yesterday section 1.1 - CMA (Concept Mastery Assessment) Students will use their marking colored pen, to check their own quiz. ACTIVITY: Create a Poster that explains the three areas of health to fourth or fifth graders I will be able to: understand that being in the best of health throughout your life means making healthy choices and practicing healthful behaviors. |
September 11th 2019
Journal Entry: NONE Video on Chapter 1 Section 2 (What Affects Your Health) Students will receive a hand-out that relates to the video Reading over 1.2- Handout Students will be randomly choose to read . Hand-out over the reading 1.2 (What Affects Your Health) Finish poster from yesterday (Create a poster that explains the three areas of health to fourth or fifth graders) I will be able to: understand how heredity, environment, and other factors affect your health can help you make healthy decisions. Success Criteria: Q&A Notes will be provided for students |
September 12th 2019
Journal entry: From the Reading 1.2 (What Affects Your Health)-Real Life Issues Check: In-Class Assignment from yesterday- Handout 1.2 Students will use their marking colored pen, to check their own assignment. Mini Quiz over the Reading from Yesterday section 1.2 - CMA (Concept Mastery Assessment) Students will use their marking colored pen, to check their own quiz. Video on Chapter 1 section 3 (Health Risks and Your Behavior) Students will receive a hand-out that relates to the video Reading over 1.3 - Handout Students will be randomly choose to read . Hand-out over the reading 1.3 (Health Risks and Your Behavior) I will be able to: understand how heredity, environment, and other factors affect your health can help you make healthy decisions. Success Criteria: Q&A Notes will be provided for students |
September 13th 2019
Check: In-Class Assignment from yesterday- Handout 1.3 Students will use their marking colored pen, to check their own assignment. Mini Quiz over the Reading from Yesterday section 1.3 - CMA (Concept Mastery Assessment) 5 students will present their CURRENT EVENTS With a classmate, role-play a scenario in which a teen tries to persuade a friend to adopt a positive health behavior Balancing the Health Triangle Activity ! |
September 17th 2018
Journal ENTRY: Real Life Issues From the Reading 1.3 (Health Risks and Your Behavior)
Check Homework from Friday: Hand-Out over the reading 1.3 (Health Risks and Your Behavior) Mini Quiz over the Reading from Yesterday section 1.3 - CMA (Concept Mastery Assessment) Students will use their marking colored pen, to check their own quiz. Students will design a COMIC STRIP. Students will work in pairs to create a comic strip that focuses on strategies for avoiding one of the six behaviors listed in the students reading. Comic strip should use both words and images to show ways that the risk behavior can be avoided. Students will share their completed comic strips with the class. Students will understand that risk behaviors can harm your health, but there are steps you can take to avoid or reduce these risks. |
September 18th 2018
Journal Entry: Hand-Out (My Coat of Arms)
Video on Chapter 1 Section 4 (Promoting Health and Wellness) Students will receive a hand-out that relates to the video Reading over 1.4 - Handout Students will be randomly choose to read . Hand-out over the reading 1.4 (Promoting Health and Wellness) I will be able to: Understand how to stay healthy takes knowledge, a plan, and practicing healthful behaviors. Success Criteria: Q&A Notes will be provided for students |
September 19th 2018
Journal Entry: From the reading pg. 22 - Why do you think health is important enough to set national health goals? Check In-Class Assignment: Hand-out 1.4 ( Promoting Health and Wellness) Mini Quiz over the Reading from Yesterday Section 1.4 (Promoting Health and Wellness)- CMA (Concept Mastery Assessment) Students will use their marking colored pen, to check their own quiz. Work on Review Sheet for Chapter 1 Test! |
September 20th 2018
CHAPTER 1 Test (Understanding Health and Wellness) Students will use their marking colored pen, to check their own TEST. |
September 21st 2018 Five Students will present their Power-Point Current Event Presentation! Students will grade the presentations with a RUBRIC provided to them! |
September 24th 2018
Journal Entry: Look at what is happening in this photo. Why is it important to comparison shop when buying health-related products? Explain your thoughts in a short randomly choose to read . Pre-Test over Chapter 2 Self-Assessment chapter 2 Notes over Chapter 2 Section 1 (Building Health Skills) Video on Chapter 2 Section 1 (Building Health Skills) Reading over 2.1- Handout Hand-out over the reading 2.1 (Building Health Skills) I Will be able to: understand how to develop skills that will help you manage your health throughout your life. |
September 25th 2018
Journal Entry: What are some ways you are physically active? Check In-Class Assignment: Hand-out 2.1 ( Building Health Skills) Mini Quiz over the Reading from Yesterday Section 2.1 (Building Health Skills) CMA (Concept Mastery Assessment) Students will use their marking colored pen, to check their own quiz ACTIVITY: students will write a dialogue in which one teen uses refusal skills to avoid a harmful activity. Students will then perform dialogue in front of the class. I Will be able to: understand how to develop skills that will help you manage your health throughout your life. |
September 26th 2018
Students will be presenting their current events ! Notes Chapter 2 Section 2 ( Making Responsible Decisions and Setting Goals) Video on chapter 2 section 2 (Making Responsible Decisions and Setting Goals) Students will receive a hand-out that relates to the video Reading over 2.2- Handout Students will be randomly choose to read . Hand-out over the reading 2.2 (Making Responsible Decisions and Setting Goals) I will be able to: identify the potential consequences of health related decisions. Apply decision-making skills to make a health promoting decision. |
September 27th 2018
Journal Entry: Real Life Issues Reading 2.2 Check In-Class Assignment: Hand-out 2.2 ( Making Responsible Decisions and Setting Goals) Mini Quiz over the Reading from Yesterday Section 2.2 (Making Responsible Decisions and Setting Goals) CMA (Concept Mastery Assessment) Students will use their marking colored pen, to check their own quiz Video on chapter 2 section 3 (Being a Health Literate Consumer) Students will receive a hand-out that relates to the video Reading over 2.3- Handout Students will be randomly choose to read . Hand-out over the reading 2.3 (Being a Health Literate Consumer) I will be able to: understand that a health - literate consumer carefully evaluates health products and services |
September 28th 2018 Journal Entry: Real Life Issues 2.3 (Being a Health Literate Consumer) Check In-Class Assignment: Hand-out 2.3 ( Being a Health Literate Consumer) Mini Quiz over the Reading from Yesterday Section 2.3 (Being a Health Literate Consumer) CMA (Concept Mastery Assessment) ACTIVITY Students will find examples of advertisements that use the advertising techniques described in their reading. Students will label the pictures according to the advertising technique used and create a poster that shows some of the best examples. I will be able to: understand that a health - literate consumer carefully evaluates health products and services |
October 1st 2018
Journal Entry: Real Life Issues 2.2 (making responsible decisions and setting goals) Notes Chapter 2 Section 3 (Being a Health Literate Consumer) Video on chapter 2 section 3 (Being a Health Literate Consumer) Students will receive a hand-out that relates to the video Reading over 2.3- Handout Students will be randomly choose to read . Hand-out over the reading 2.3 (Being a Health Literate Consumer) I will be able to: understand that a health - literate consumer carefully evaluates health products and services |
.October 2nd 2018
Journal Entry: Real Life Issues 2.3 (Being a Health Literate Consumer) Check In-Class Assignment: Hand-out 2.3 ( Being a Health Literate Consumer) Mini Quiz over the Reading from Yesterday Section 2.3 (Being a Health Literate Consumer) CMA (Concept Mastery Assessment) ACTIVITY Students will find examples of advertisements that use the advertising techniques described in their reading. Students will label the pictures according to the advertising technique used and create a poster that shows some of the best examples. I will be able to: understand that a health - literate consumer carefully evaluates health products and services |
October 3rd 2018
Journal Entry: What are some reasons a consumer might have problems with a product? Video on chapter 2 section 2.4 (Managing Consumer Problems) Students will receive a hand-out that relates to the video Reading over 2.4- Handout Students will be randomly choose to read . Two of your friends are thinking about purchasing products that promise immediate weight loss. You know these claims are unrealistic and that the products may be unsafe. Create a text message that warns your friends about unrealistic claims in weight-loss products. Hand-out over the reading 2.4 (Managing Consumer Problems) I will be able to: know how to handle consumer problems. |
October 4th 2018
Journal Entry: Real life Issues 2.4 ( Managing Consumer Problems). Check In-Class Assignment: Hand-out 2.4 ( Managing Consumer Problems. Consumer) CMA 2.4- Min- Quiz over the reading from yesterday. Students will check their quiz with a marking pen. Role-PlaySelf Management and Practicing Healthful Behaviors This skill is the actual practice of healthful behavior. It includes the steps and procedures used to promote wellness. Divide the class into four or five groups. Have the members of each group brainstorm a list of situations in which teens might put themselves at risk for identity theft. Then have pairs of students within the group role-play each of the situations, focusing on steps teens can take to protect themselves. Ask each group to share one of its role-plays with the rest of the clas |
October 5th 2018 Current Event Journal Entry: NONE Accessing Information This skill addresses the important steps to take to get valid health information and appropriate health services. Have students form small groups, and ask the members of each group to select a specific health product, such as sunscreen. Have students find reliable Web sites and articles with information about the ingredients that might be listed on the labels for that product. Then have group members meet to share and discuss their findings. Ask the members of each group to make recommendations about choosing that kind of health product |
October 8th 2018
Journal Entry: NONE Chapter 2 Test- Tuesday! Accessing Information This skill addresses the important steps to take to get valid health information and appropriate health services. Have students form small groups, and ask the members of each group to select a specific health product, such as sunscreen. Have students find reliable Web sites and articles with information about the ingredients that might be listed on the labels for that product. Then have group members meet to share and discuss their findings. Ask the members of each group to make recommendations about choosing that kind of health product |
October 9th 2018
CHAPTER 2 TEST (Taking Charge of Your Health) I will be able to: Build health skills, Make responsible decisions and set goals, be a health-literate consumer and manage consumer problems. |
October 10th 2018
Journal Entry: How is the teen in this photo expressing his identity? students will fill in their self-assessment sheet for Chapter 2- POST students will fill in their self-assessment sheet for Chapter 3 (Achieving Mental and Emotional Health)-pre Students will take a Pre-Test over Chapter 3 (Achieving Mental and Emotional Health) Notes Chapter 3 Section 3.1 (Developing Your Self-Esteem) Video on chapter 3 section 3.1 ( Developing Your Self-Esteem) Students will receive a hand-out that relates to the video Reading over 3.1- Handout Students will be randomly choose to read . I will be able to: understand that good mental and emotional health helps you develop healthy self-esteem. |
October 12th 2017
Journal Entry: Real Life Issues 3.1 Chapter 3 Section 3.1 (Developing Your Self-Esteem) Check Hand-Out 3.1 CMA 3.1 -(Expressing Emotions in Healthful Ways Activity- Keiko just found out that she didn't make the track team. Write a script showing how she can use positive self-talk to deal with this disappointment. Write a Dialogue Have students read the "How You Develop Self-Esteem" section and then write a dialogue between two teens. One teen is trying to lend support to the other teen to help him or her improve self-esteem. OL I will be able to: understand that good mental and emotional health helps you develop healthy self-esteem. |
October 13th 2017 Five Students will present their Power-Point Current Event Presentation! Journal Entry: What are some positive characteristics that make you unique? Video on chapter 3 section 3.2 (Developing Personal Identity and Character) Students will receive a hand-out that relates to the video Reading over 3.2- Handout Students will be randomly choose to read . Hand-out over the reading 3.2 (Developing Personal Identity and Character) I will be able to: Understand that healthy identity is based on being a person of good character |
OCTOBER 15TH 2018
Journal Entry: Real Life Issues 3.2 (Developing Personal Identity and Character)
Notes Chapter 3 section 2 ( Developing Personal Identity and Character)
Real World Connection ( Your Source of Support)
in reading pg 77 Chapter 3 Lesson 2 (Developing Personal Identity and Character)
Students should create a streaming video or slideshow that expresses how the person has supported them and how that support has affected their lives.
I will be able to: Understand that healthy identity is based on being a person of good character
OCTOBER 16TH 2018
Journal Entry: What are some common emotions experienced by teens.
CURRENT EVENTS
Notes Chapter 3 Section 3 ( Expressing Emotions in Healthful Ways)
Reading 3.3 ( Expressing Emotions in healthful ways) Students will read to their peers
Video 3.3 - hand-out that goes along with the video
Hand-out 3.3 - goes along with the reading.
I will be able to: Manage my emotions.
by expressing them in healthful ways.
OCTOBER 17TH 2017
Journal Entry: What are some common emotions experienced by teens.
Video 3.3 - (Expressing Emotions in healthful ways)
Check Hand_outs 3.2/3.3
CMA 3.3 (Expressing Emotions in Healthful Ways)
Activity:
students will write a poem describing a situation that was emotional for you. tell how you managed your emotions in a healthful way.
I will be able to: manage my emotions.by expressing them in healthful ways.
OCTOBER 18th 2018
OCTOBER 19th 2018
Movie: INSIDE OUT
Students will receive Questions to answer based off the movie- Worth a TEST grade!! - DUE Thursday
October 22rd 2018
Journal Entry:Mood Meter Finish up movie : Inside Out Students will work on the questions related to the movie |
October 23rd 2018
students will work on the questions from the movie. TEST GRADE |
October 24th 2018
PSAT |
October 25th 2018
COLLECT MOVIE QUESTIONS!!
Inside Out Island Project |
October 26th 2018 CURRENT EVENTS Inside out Island Project |
October 29th 2018
Journal Entry: Some mental health professionals recommend art therapy as one strategy for coping with problems. Why do you think creating art might help an individual deal with difficult emotions?
Think about how you would answer these questions. 1. What are some reasons that teens might feel anxiety? 2. What mental health disorders can you name? 3. What are some sources of help for people with mental health disorders. Video Series 5.1 Reading 5.1 (Dealing with Anxiety and Depression) Hand-Out for the reading 5.1 I will be able to: understand that Anxiety and depression are treatable mental health problems Journal Entry: Real Life Issues ( 5.1) Check Hand-OUt 5.1 (Dealing with Anxiety and Depression) CMA 5.1 Students are to write and present skits in which a teen shows signs of depression and a friend offers support and advice. I will be able to: Understand that anxiety and depression are treatable mental health problems. |
October 30th 2018
Journal Entry: Real Life Issues ( 5.1) Check Hand-OUt 5.1 (Dealing with Anxiety and Depression) CMA 5.1 Students are to write and present skits in which a teen shows signs of depression and a friend offers support and advice. I will be able to: Understand that anxiety and depression are treatable mental health problems. |
October 31st 2018
Journal Entry: Why do people tend to think of mental disorders differently than they think of other types of illness? Video Series 5.2 Hand-Out for the Video Series 5.2 Reading 5.2 (Mental Disorders) Hand-Out 5.2 I will be able to: Gain an understanding of mental health disorders and build insight and empathy. |
November 1st 2017
Journal Entry: Real Life Issues 5.2 (pg. 118) Check Homework: Hand-Out 5.2 CMA 5.2 - Mini Quiz over the reading In-Class Activity: pg. 121 #'s 6 and 7 |
November 4th 2016 Journal Entry: Why do people tend to think of mental disorders differently than they think of other types of illness? activity on mental disorders. Choose one of the mental disorders you read about in this lesson. Create a poster promoting awareness of and empathy toward this mental illnesses. Focus on specific ways to be supportive, patient, and understanding. I will be able to gain an understanding that mental health disorders builds insight and empathy. |
November 5th 2018
Journal Entry: Why do people tend to think of mental disorders differently than they think of other types of illness?
activity on mental disorders.
Choose one of the mental disorders you read about in this lesson. Create a poster promoting awareness of and empathy toward this mental illnesses. Focus on specific ways to be supportive, patient, and understanding.
I will be able to gain an understanding that mental health disorders builds insight and empathy.
Students are to continue with their activity on mental disorders.
Choose one of the mental disorders you read about in this lesson. Create a poster promoting awareness of and empathy toward this mental illnesses. Focus on specific ways to be supportive, patient, and understanding.
I will be able to gain an understanding that mental health disorders builds insight and empathy.
November 6th 2018
NO SCHOOL
November 7th 2018
Journal Entry: What events or situations might increase the risk of suicide?
Students will share their activity on mental disorders
Notes Chapter 5 Lesson 3 ( Suicide Prevention)
Video- Pair and Share
Reading 5.3 ( Suicide Prevention)
Hand-out 5.3
I will be able to: understand that professional intervention and support from friends and family can often help prevent suicide.
November 8th 2018
Journal Entry: Real Life Issues 5.3
Notes Chapter 5 Lesson 4 (Getting Help)
Check Hand-Out 5.3 ( Suicide Prevention)
Cma 5.3
Video- pair/share
Reading 5.4- Highlight and recap activity
Hand-out 5.4
I will be able to: understand that mental health professionals and related agencies provide treatment and support for people with mental health problems.
November 9th 2018
Journal Entry: Real Life Issues 5.4
Hand-ou review 5.3 ( Suicide Prevention)
Check Hand-Out 5.4 ( Getting Help)
Current Events
Students will start on their Chapter 5 Project (I-Movie)
the focus of the I-Movie - Depression
Students will receive a Guideline of what is expected of them.
Students will be provided an example of the I-Movie
Journal Entry: Why do people tend to think of mental disorders differently than they think of other types of illness?
activity on mental disorders.
Choose one of the mental disorders you read about in this lesson. Create a poster promoting awareness of and empathy toward this mental illnesses. Focus on specific ways to be supportive, patient, and understanding.
I will be able to gain an understanding that mental health disorders builds insight and empathy.
Students are to continue with their activity on mental disorders.
Choose one of the mental disorders you read about in this lesson. Create a poster promoting awareness of and empathy toward this mental illnesses. Focus on specific ways to be supportive, patient, and understanding.
I will be able to gain an understanding that mental health disorders builds insight and empathy.
November 6th 2018
NO SCHOOL
November 7th 2018
Journal Entry: What events or situations might increase the risk of suicide?
Students will share their activity on mental disorders
Notes Chapter 5 Lesson 3 ( Suicide Prevention)
Video- Pair and Share
Reading 5.3 ( Suicide Prevention)
Hand-out 5.3
I will be able to: understand that professional intervention and support from friends and family can often help prevent suicide.
November 8th 2018
Journal Entry: Real Life Issues 5.3
Notes Chapter 5 Lesson 4 (Getting Help)
Check Hand-Out 5.3 ( Suicide Prevention)
Cma 5.3
Video- pair/share
Reading 5.4- Highlight and recap activity
Hand-out 5.4
I will be able to: understand that mental health professionals and related agencies provide treatment and support for people with mental health problems.
November 9th 2018
Journal Entry: Real Life Issues 5.4
Hand-ou review 5.3 ( Suicide Prevention)
Check Hand-Out 5.4 ( Getting Help)
Current Events
Students will start on their Chapter 5 Project (I-Movie)
the focus of the I-Movie - Depression
Students will receive a Guideline of what is expected of them.
Students will be provided an example of the I-Movie
Movie- Beautiful Mind- Over Chapter 5 (Mental Disorders) - Students will be provided questions to answer along with the movie/ with rubric
Questions will be due MONDAY April 24th !! - TYPED UP
I will be able to: understand what mental disorder John Nash has and the symptoms of it.November 13 2017
.Students will continue working on their Chapter 5 Project (I-Movie)
the focus of the I-Movie - Depression
Students will receive a Guideline of what is expected of them.
November 14th 2017
Students will continue working on their Chapter 5 Project (I-Movie)
the focus of the I-Movie - Depression
Students will receive a Guideline of what is expected of them.
November 15th 2017
Students will continue working on their Chapter 5 Project (I-Movie)
the focus of the I-Movie - Depression
Students will receive a Guideline of what is expected of them.
November 16th 2017
Movie- Beautiful Mind- Over Chapter 5 (Mental Disorders) - Students will be provided questions to answer along with the movie/ with rubric
Questions will be due MONDAY November 27 !! - TYPED UP
I will be able to: understand what mental disorder John Nash has and the symptoms of it.
November 17th 2017
Movie- Beautiful Mind- Over Chapter 5 (Mental Disorders) - Students will be provided questions to answer along with the movie/ with rubric
Questions will be due MONDAY November 27th !! - TYPED UP
I will be able to: understand what mental disorder John Nash has and the symptoms of it.
November 20th 2017
Movie- Beautiful Mind- Over Chapter 5 (Mental Disorders) - Students will be provided questions to answer along with the movie/ with rubric
Questions will be due MONDAY November 27th !! - TYPED UP
I will be able to: understand what mental disorder John Nash has and the symptoms of it.
November 21st 2017
1/2 Day
Students will work on the Questions from the move A Beautiful Mind
I will be able to : Understand medicines are safe only if they are used for the intended purpose and according to the directions on the label.
November 22nd 2017
No School
Questions will be due MONDAY April 24th !! - TYPED UP
I will be able to: understand what mental disorder John Nash has and the symptoms of it.November 13 2017
.Students will continue working on their Chapter 5 Project (I-Movie)
the focus of the I-Movie - Depression
Students will receive a Guideline of what is expected of them.
November 14th 2017
Students will continue working on their Chapter 5 Project (I-Movie)
the focus of the I-Movie - Depression
Students will receive a Guideline of what is expected of them.
November 15th 2017
Students will continue working on their Chapter 5 Project (I-Movie)
the focus of the I-Movie - Depression
Students will receive a Guideline of what is expected of them.
November 16th 2017
Movie- Beautiful Mind- Over Chapter 5 (Mental Disorders) - Students will be provided questions to answer along with the movie/ with rubric
Questions will be due MONDAY November 27 !! - TYPED UP
I will be able to: understand what mental disorder John Nash has and the symptoms of it.
November 17th 2017
Movie- Beautiful Mind- Over Chapter 5 (Mental Disorders) - Students will be provided questions to answer along with the movie/ with rubric
Questions will be due MONDAY November 27th !! - TYPED UP
I will be able to: understand what mental disorder John Nash has and the symptoms of it.
November 20th 2017
Movie- Beautiful Mind- Over Chapter 5 (Mental Disorders) - Students will be provided questions to answer along with the movie/ with rubric
Questions will be due MONDAY November 27th !! - TYPED UP
I will be able to: understand what mental disorder John Nash has and the symptoms of it.
November 21st 2017
1/2 Day
Students will work on the Questions from the move A Beautiful Mind
I will be able to : Understand medicines are safe only if they are used for the intended purpose and according to the directions on the label.
November 22nd 2017
No School
November 23th 2017
No School
November 24th 2017
NO SCHOOL
No School
November 24th 2017
NO SCHOOL