Wed. 3-3-10 Text reading pags. 324 329 Answer questions 2,3,4 on pg 327, an questions 1 and 2 on pg. 329
2-1-10 Assignment: Disease Family Tree: Due Date 2-5-10. Students will research their family to see what diseases have been prevalent. Students will receive a informational page explaing what the tree should look like. Females will be in circles and males will be in squares. The tree will be accompanied by a paragraph explaing how genetics and lifestyle choices influence diseases within your family.
1-05-10 Making Good Decisions: The students will be given a chance to use their decision-making skills in the following scenario: You have just learned that your parent is changing jobs and that the family must move to another state. You don't want to leave your friends and are angry that nobody seems to care about what you want. A friend invites you to a party where beer will be available. He promises that you will feel much better after a few drinks. What do you decide to do? Explain the steps you used to make your decisions. Remember DARVC. 1-08-10 Performance-based assessment: Media campaign: Students in groups will be creating a media campaign that discourages underage drinking. Using their knowledge about adverse effects of alcohol and the challenges teens face in deciding not to drink. The campaign must have a theme, Example "think, don't drink", a launch plan, a slogan, and support materials including a poster, a bumper sticker, and a 15-30 second public service announcement. PROCEDURE: Develop a campaign theme: Determine specific issues about underage drinking that your campaign will address. Describe your campaign theme. Make a campaign launch plan: Decide how and to whom you will distribute your campaign support materials. What is your plan? Design and write your campaign materials: poster, bumpersticker, and public service announcement. At the end of the assignment students will analyze their project as to why it was or was not effective. Week Of 12-07 Big Assignment: A mock trial. Your child will be asked to play a part in a mock trial in which a tobacco executive is being charged with causing health diseases and death. There are many parts in the trial and I will probably assign some of the parts myself. Parts include, but are not limited to, a Judge, 2 defense lawyers, 2 prosecuting attorneys, a jury, some witnesses, and assistants to each side of the case to gather information. The trial will take place on Monday 1-4-10. Any help that you could give your student as far as gathering information would be greatly appreciated. Assignments for Gateway Drug unit: Monday 11-23-09 Create a T-chart with the long term effects of smoking on one side and the short term effects of smoking on the other side. Due Tuesday 11-24-09. Tuesday 11-24-09 Write a story abouot a person who started smoking in their teens and continued long into adulthood.Describe the effects of smoking on this person. This person has more than one smoking related disease. Tell me about the diseases. Wednesday 11-25-09 Students will be put into grouops (2) one group will argue the rights of smokers and the other group will argue the rights of non-smokers. This is an in-class activity (time permitting) Second step homework and in-class assignments for the week of 11-9 Monday 11-9: STRESS: Students are give a list of passible stressors and they choose an underlying feeling from a list of words provided. PEACEFUL IMAGES:Draw apicture or write a paragraph describing a relaxing scene. Be descriptive. VOCABULARY: Anger signs, Igniting event, Hot talks, cool talks, Reflection. Tuesday 11-10: VOCAB: Thinking out loud, "Blame Game", Brainstorm, Solution, Evaluate,Consequence. IN-CLASS ACT: Students will write a problem statement that will contain both points of view from a scenario already established. HOMEWORK: Looking back: Think about a problem situation where you felt angry. Write your impulse (what you felt like doing first, in the heat of angry) then answer the 6 reflection questions about how you actually dealt with the situation. Thursday 11-12: VOCAB: Rumor, Gossip, Bystander, Rumor Blocks HOMEWORK: Make a comic strip of a person responding to a rumor, using the skill steps yoou ro;e played today. Friday 11-13 VOCAB: Accusation, Amend Second Step Unit Assignments and in class activities Monday Vocabulary: Interpersonal conflict, Interpersonal violence, Factor, Assumption, and Agression Homework: A list for non-violence: Make a list of at least ten things that contribute to non-violence (things that help people avoid interpersonal violence). Tuesday Vocabulary: Role plays, Empathy, Emotion, Clues. Homework: Feelings change: Take an ongoing situation in your life, such as school, a friendship, an afterschool activity or sport, and chart how your feelings have changed about the situation over time. Wednesday Vocabulary: Perceive, Perspective/point of view, Beliefs In class activity: Seeking perspectives: Role playing in groups about find the other persons perspective. Homework: Walk in their shoes: Choose a friend or family member to interview. Ask him/her about his/her day - what experiences h/she faced, and how h/shefelt about it. How did his/her perspectice affect what he/she did or the way he/she acted during the day? If you are asking a family member, ask if you can "walk in his/her shoes" by completing some of his/her daily chores and responsibilities with him/her. Thursday Vocabulary: "you" message, "I" message, Accusatory, Defensive. Homework: Write an "I" message and an alternative statement that communicates feelings for each of the given situations. Then share your homework with a parent or guardian and teach him/her about "I" messages. Friday Vocabulary: Anger signs, Igniting event, Hot talk, cool talk, re3flection. Homework: What to do when you are angry: Take home one of your "what to do when you are angry". Teach the strategy to family members and tell them about what you are learning in class. Due 10 16-09 Decision making game Requirements are as follows Steps: 1. Make up questions based on decions you make every day. Write the questions on index cards. Make sure you write the answers somewhere too! 2. Design the shape of your board. Break it into squares. 3. Decide what actions happen in each square (roll again, go back, lose a turn, answer a question, etc). 4. Fill out the squares on the game board with actions you have picked. MAKE IT COLORFUL!. Maximum points Criteria RULES To receive maximum points students must exceed expectations. 0-20 * Step by step rules of the game are clearly written with few mechanical errors. * Rules are easily followed, including while the game is being played. * Players are able to follow the directions without the asistance of the game designer. * The theme about making good decisions is clearly presented in the rules as the object of the game. * Players acheive the thematic goal at the end of the game. PLAYING BOARD 0-20 Points * Game board is convenient size for storage and transportation. * Game board is designed neatly and is colorful with legible writing and appropriately sized spaces, making people want to play the game. GAME PIECES (including decision making and consequence cards) * All game pieces are included and they relate 0-20 Points to decision making. * Tokens for at least 4 players are provided. * All tokens are securely stored while game is not being played. * Must have at least 10 (ten) decision cards and 10 (ten) consequence cards.