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: Yesterday, we began our unit on puberty. What are 2-3 facts that you remember from yesterday’s 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. Collaborative: 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://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 describe the harmful short- and long-term effects of alcohol, tobacco, and other drugs, as well as the relationship between using substances and engaging in other risky behaviors. Criteria for Success (CFS): Students will be successful in today’s lesson if they can…
Do Now: Abusing alcohol tobacco and other drugs and have negative short and long term effects on the body. Write in your journal about what you believe is the most dangerous drug. Why do you feel this way? Direct:
Collaborative:
If time permits: have students explore the web interactive http://www.scholastic.com/drugs-and-your-body/ Idea for use: create “expert groups” and assign sections for teams to summarize and present to the class Exit ticket: 1. Just because a drug is legal (over-the-counter, tobacco if you’re 18, alcohol if you are 21, etc) does that mean it cannot be abused? 2. Name one short term effect of drug abuse, and one long term effect. More resources: http://headsup.scholastic.com/teachers/drugs-your-body-it-isnt-pretty Glossary of Drug Terminology
Drug: a substance, other than water, it changes the way the mind and body works. Drug use: a person’s drug taking behavior. Responsible drug use: the correct use of legal drugs to promote health and well-being. Drug abuse: use of an illegal drug or using an over-the-counter or prescription drug for reasons other than their intended medical purposes. Side effect: an unwanted body change that is not related to the main purpose of the drug. Tolerance: is the condition in which the body becomes used to a drug and larger and larger amounts are needed to gain the desired effect. Drug addiction (dependence): the continued use of a drug even though it harms the body, mind, and relationships. Withdrawal symptoms: when the body experience is unpleasant symptoms when a drug is no longer taken. Categories of Drugs Over-the-counter Drugs (OTC): a drug that can be purchased without a prescription. Prescription: medicine that can only be obtained through doctors’ orders. Medicine: a drug that is used to treat, prevent, or diagnose illness. Drugs enter the body in one of four ways:
4. Absorption (through the skin or a membrane) ex. chewing tobacco, nicotine patch, medicated cream. Factors that affect how a drug will work in the body Dose: the amount of a drug that is taken at one time. Weight, age, and health status: Drugs affect will increase in people with lower body weight, the young and the elderly, and people with poor health. Emotional state: certain drugs will increase a persons’ emotional state. Example: a person who is depressed and takes a drug that slows down body activity will make that person more depressed. Use of other drugs: reactions of more than one drug in the body at one time can increase or decrease the effects of the drug. This mini-project will take two class periods. - Today is Day 2 - Finish your projects and present
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 This mini-project will take two class periods. 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:
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” 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 our final 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.pd 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, you are going to spend time creating a collage that inspires you to do and be your personal best. This should include:
You may use words, decorations, pictures (people, animals, objects), or really anything that inspires you. |
AuthorWrite something about yourself. No need to be fancy, just an overview. Archives
March 2020
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