Objective: SWBAT identify the physical, social, and emotional changes that occur during puberty.
Criteria for Success (CFS): Students will be successful in today’s lesson if they can…
Do Now: Last class, we began our unit on puberty. What are 2-3 facts that you remember from last class' lesson? Journal, then debrief. Direct: Hormones: Chemicals released by the glands into the bloodstream that control or regulate body functions. Puberty: The stage of growth when males and females experience bodily changes and become physically capable of reproduction.
Exit Ticket:
Optional homework/above-and-beyond assignment: Interview with Someone Who Used to be a Teenager Follow up questions: Did you learn anything surprising through the interview? Did you receive any special “words of wisdom” that you would like to share? More Resources: https://www.pgschoolprograms.com/uploaded_files/program_download_materials/AlwaysChanging_5thGradeGirlsBooklet.pdf https://www.pgschoolprograms.com/uploaded_files/program_download_materials/AlwaysChanging_5thGradeGirlsBooklet_Spanish.pdf https://www.pgschoolprograms.com/uploaded_files/program_download_materials/AlwaysChanging_5thGradeBoysBooklet.pdf https://www.pgschoolprograms.com/Educators https://always.com/en-us https://tampax.com/en-us/tips-and-advice https://www.youtube.com/user/beinggirl http://www.health.wa.gov.au/docreg/Education/Population/Youth_Health/HP010368_boys_and_puberty_booklet.pdf
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Objective: SWBAT identify the physical, social, and emotional changes that occur during puberty.
Criteria for Success (CFS): Students will be successful in today’s lesson if they can…
Do Now: Puberty is a time of physical, mental, and social changes. What do you already know about puberty? What have you learned about it in school in the past? Direct:
Independent/Exit Ticket:
Objective: SWBAT explain the structure, function, and major parts of the human body.
Criteria for Success (CFS): Students will be successful in today’s lesson if they can…
Do Now: List as many body systems as you can! If you can, describe what the system you listed does for your body. Direct:
Collaborative:
HELPFUL RESOURCES AND WEBSITES FOR STUDENTS: https://www.youtube.com/watch?v=uBGl2BujkPQ&list=PL8dPuuaLjXtOAKed_MxxWBNaPno5h3Zs8&t=0s Crash Course: Anatomy and Physiology Body Systems Packet Contains readings and supplemental worksheets (in Unit 1 folder) https://www.stem.org.uk/resources/elibrary/resource/35233/human-body https://www.healthline.com/human-body-maps#circulatory-system Objective: SWBAT assume responsibility for helping to take care of the school community.
Criteria for Success (CFS): Students will be successful in today’s lesson if they can…
Do Now: Yesterday, we learned the definition of bullying, and how to recognize bullying behavior.
Direct:
Here’s a poster for your classroom: http://headsup.scholastic.com/sites/default/files/NIDA15_CDC_poster_full-size.pdf https://www.youtube.com/watch?v=ltun92DfnPY ^^this is an excellent spoken word piece. Objective: SWBAT assume responsibility for helping to take care of the school community.
Criteria for Success (CFS): Students will be successful in today’s lesson if they can…
Do Now: What is your definition of “bullying?” Direct:
Bullying is a form of violence among two or more children/youths that can include physical attacks or emotional or social abuse, comprising verbal or written actions such as name-calling, teasing, threats, spreading rumors, or excluding someone from a group. Bullying is unwanted aggressive behavior that involves an observed or perceived imbalance of power and occurs repeatedly over time. Bullying may inflict harm or distress on the targeted youth.
Independent/Collaborative:
More Resources: https://www.stopbullying.gov/what-you-can-do/index.html Objective: SWBAT resolve conflicts in a positive, constructive way.
Criteria for Success (CFS): Students will be successful in today’s lesson if they can…
Do Now: During the past two lessons, we have learned that some relationships are unhealthy because they control, disrespect, or abuse others. Healthy relationships take work! In your journal, write about a relationship that they have worked hard to keep healthy. Direct:
Collaborative:
Exit Ticket:
More resources: https://classroom.kidshealth.org/classroom/6to8/personal/growing/conflict_resolution.pdf https://www.youtube.com/watch?v=EABFilCZJy8 https://www.youtube.com/watch?v=1N2tvpW0eoI https://newsela.com/read/suspension-policy/id/6962/ NewsELA article: “Los Angeles school suspensions drop as students talk out their problems” https://newsela.com/read/students-conflicts/id/301/ “A school’s ‘peace room’ aims to end fighting in the halls” If you choose to assign the articles, you could also have students brainstorm ways that the school community can reduce conflict among students. I would also suggest facilitating some sort of Community Circle around this time in the course. Objective: SWBAT demonstrate the ability to use interpersonal communication skills to enhance health or reduce health risks.
Criteria for Success (CFS): Students will be successful in today’s lesson if they can…
Do Now: Last time, we learned that healthy relationships should make you feel good. How would you describe or define an “unhealthy” relationship? What might you do to heal that relationship? Direct:
Collaborative:
Exit Ticket:
Optional independent reflection: In what ways do you treat people with respect? Are there any ways in which you don’t? More Resources: https://www.goodcharacter.com/middle_school/respecting-others/ https://ed.ted.com/on/gGcZ8ATe because who doesn’t love KID PRESIDENT?! https://freespiritpublishingblog.com/wp-content/uploads/2016/01/unfairness2.pdf Objective: SWBAT demonstrate the ability to use interpersonal communication skills to enhance health or reduce health risks.
Criteria for Success (CFS): Students will be successful in today’s lesson if they can…
Do Now: In the previous unit, we worked on building a positive self-image, high self-esteem, and ways of communicating and listening with others effectively. Today, we are going to start a unit, where we will be building healthy relationships, resolving conflicts positively, and treating others with kindness. Healthy relationships make you feel good! In your journal, write about one person with whom you have a healthy relationship. What makes the relationship healthy? Why do you value this relationship? Direct:
Collaborative:
Exit Ticket:
More resources: https://www.youtube.com/watch?v=u4WbqphGaZY https://classroom.kidshealth.org/classroom/6to8/personal/growing/healthy_relationships.pdf https://www.loveisrespect.org/wp-content/uploads/2016/08/middle-school-educators-toolkit.pdf Objective: SWBAT recognize their own strengths and limitations, and demonstrate personal characteristics that contribute to self-confidence and self-esteem.
Criteria for Success (CFS): Scholars will be successful in today’s lesson if they can… SELF ESTEEM COLLAGE PROJECT: Today, scholars are going to spend time creating a collage that inspires them to do and be their personal best. This should include:
You may use words, decorations, pictures (people, animals, objects), or really anything that inspires you. The goal of the activity is for students to visually represent a positive self-image, build self-esteem, feel beautiful/loved/intelligent, etc. |
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March 2020
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