Objective: SWBAT evaluate the influence of marketing and advertising techniques and how they affect alcohol, tobacco, and other drug use and abuse; Use positive peer pressure to help counteract the negative effects of living in an environment where alcohol, tobacco, and other drug abuse or dependency exists
Criteria for Success (CFS): Students will be successful in today’s lesson if they can…
Do Now: Vaping and smoking e-cigarettes have become very popular in our society, including our community and school. Do you think that this is dangerous? Why or why not? If you have seen or heard an advertisement for e-cigarettes or vapes, did you consider trying it? Collaborative:
Independent/Exit Ticket:
More resources: http://headsup.scholastic.com/students/deadly-effects-of-tobacco-addiction (article on the deadly effects of tobacco http://headsup.scholastic.com/students/video-electronic-cigarettes (video includes discussion questions) https://www.drugabuse.gov/publications/drugfacts/electronic-cigarettes-e-cigarettes https://www.drugabuse.gov/related-topics/trends-statistics/infographics/teens-e-cigarettes (infographic)
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Objective: SWBAT explain the dangers of drug dependence and addiction, as well as the short and long term consequences of using substances to cope with problems.
Criteria for Success (CFS): Students will be successful in today’s lesson if they can…
Do Now: Have students journal their answers to the following questions:
Direct:
External: peers and the media or a strong motivating factor in encouraging teenagers to drink or use other drugs. Smaller size and brain differences: because of their smaller size, it takes less alcohol or other drugs to affect teens. Also, because their brains are not yet fully developed, chemicals and alcohol and other drugs affect the teenage brain more than the adult brain.
Collaborative:
When finished: Read Health Packet and answer quiz questions. More Resources: https://teens.drugabuse.gov/videos ^again, I highly suggest you take a look at these videos. Objective: SWBAT articulate the importance of the Dietary Guidelines for healthy eating, analyze their own eating habits, and comprehend the concept of empty calorie foods and beverages.
Criteria for Success (CFS): Students will be successful in today’s lesson if they can...
Do Now: “You are what you eat.”
Direct:
Collaborative:
Independent/Exit Ticket:
More resources on the Dietary Guidelines: https://health.gov/dietaryguidelines/2015/resources/infographic/Press/DGA_Static-Fig-ES-1.jpg https://health.gov/dietaryguidelines/2015/resources/infographic/Press/DGA_Static-Fig-2-8.jpg https://health.gov/dietaryguidelines/2015/resources/infographic/Press/DGA_Static-Fig-2-2.jpg Objective: SWBAT demonstrate the ability to access valid health information to enhance health, and to practice health-enhancing behaviors and avoid/reduce risks. Criteria for Success (CFS): Students will be successful in today’s lesson if they can…
Do Now: Learning to read food labels can help you maintain a healthy weight. What are some “diets” you have heard or read about, especially those that promise you will lose weight in a short period of time? What are your impressions of these diets? Direct:
More resources: http://www.whyville.net/smmk/top/gates/flax There is a Nutrition Facts Label Worksheet in the Unit 2 folder https://kidshealth.org/en/kids/calorie.html (article you can have students read and CATCH) https://www.youtube.com/watch?v=8V15Z-yyiVg&list=PLU_X4iz4VBkqSGlk2geO4spKCK5zCKy7n&index=3 https://www.youtube.com/watch?v=VEQaH4LruUo&list=PLU_X4iz4VBkqSGlk2geO4spKCK5zCKy7n&index=7 Objective: SWBAT comprehend concepts related to health promotion and disease prevention to enhance health, pertaining to physical activity.
Criteria for Success (CFS): Students will be successful in today’s lesson if they can...
Do Now: Technological advances have reduced our levels of physical activity. How do you think your life would have been different if you lived 100 years ago? (Journal) Direct:
Collaborative/Independent:
Exit Ticket:
More resources: https://www.youtube.com/watch?v=hmFQqjMF_f0 https://www.youtube.com/watch?v=BHY0FxzoKZE https://www.youtube.com/watch?v=-vNVG7XJpVE&list=PLU_X4iz4VBkqSGlk2geO4spKCK5zCKy7n https://ed.ted.com/lessons/why-sitting-is-bad-for-you-murat-dalkilinc#watch Objective: SWBAT identify personal hygiene practices and health and safety issues related to puberty.
Criteria for Success (CFS): Students will be successful in today’s lesson if they can…
Do Now: What are some of the changes that happen during puberty that would make you want to practice good hygiene? Direct:
Exit Ticket Write a short reflection (2-3 sentences) on what you've learned over the past week. More resources: https://kidshealth.org/en/teens/hygiene-basics.html#catemotion 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. 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 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:
Collaborative:
Independent/Exit Ticket:
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 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 |
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March 2020
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