Health+Assignments

=media type="custom" key="27064066"= [|Kahoot it] = Health Class Units =
 * Unit 1 / Nutrition **


 * Topic #1 / Healthy Eating **
 * Essential Question:**
 * What is proper diet and nutrition?
 * How can I be responsible consumer of food?


 * Topic #2 / Diet and Disease **
 * Essenatial Question(s): **
 * Why is healthy eating a challenge in the United States?
 * How are diet and disease related?

=**Topic #1 / Healthy Eating**=


 * Activity #1 : Introduction to Nutrition and Diet**
 * Common Core Standard**
 * **Prepare for and participate effectively in a range of conversations and collaborations**


 * Learning Targets: Students will be able to:**
 * **Follow cooperative group guidelines**
 * **Complete work in designated time allowed**
 * **Use the internet to complete scavenger hunt**


 * Assignment**: Use the internet to look up the questions in the scavenger hunt. Please answer all questions in complete sentences.
 * [|Scavenger Hunt Activity]**


 * Activity #2 : Processed foods order **
 * Common Core Standard**
 * **Prepare for and participate effectively in a range of conversations and collaborations**


 * Learning Target: **
 * **Follow cooperative group guidelines**
 * **Complete work in designated time allowed**


 * [|Processed Foods Ranking]**


 * Activity #3: Processed Foods **
 * Common Core Standard**
 * **Determine central ideas of themes of a text and analyze their development; summarize the key supporting details and ideas.**


 * Learning Targets: Students will be able to:**
 * **Identify pros and cons of processed foods**
 * **Identify relevant evidence**
 * **Use cornell notes to summarize information**

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[|Pros and Cons of Processed Foods] [|Pros of Processed Foods]


 * Activity #4: Sugar: Hiding in Plain Site**
 * Common Core Standards:**
 * **Determine Central ideas of a text and summarize information**

[|Sugar Worksheet]
 * Learning Targets: SWBAT**
 * **The relationship between sugar and processed foods.**
 * **Determine central ideas of a text and summarize information**
 * [|Sugar: Hiding in Plain sight]**

[|Oreo Article]

[|Sugar and the Brain] [|Suar and the Brain Worksheet]


 * Activity #5 : Reading Food Labels **
 * Common Core Standard**
 * **Prepare for and participate effectively in a range of conversations and collaborations**
 * **Determine central ideas of themes of a text and analyze their development; summarize the key supporting details and ideas.**


 * Learning Targets: Students will be able to:**
 * **Understand how food labels are designed**
 * **Listen to speaker, follow along with presentation and take notes**
 * **Summarize speaker's presentation and information**

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 * Activity #6:** ** Analyzing Food Labels **
 * **Prepare for and participate effectively in a range of conversations and collaborations**
 * **Determine central ideas of themes of a text and analyze their development; summarize the key supporting details and ideas**


 * Activity #7: My Plate Web Activity**

=**Topic #2 / Diet and Disease**= = =

**Activity #1 / Super Size Me Video with questions**

 * Common Core Standard**


 * Learning Target: SWBAT**
 * **Locate facts, evidence and statistics about fast food in America**

=** [|Super Size Me"] **=

http://prezi.com/fohrcoqjlvqk/?utm_campaign=share&utm_medium=copy&rc=ex0share

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= Unit #2 Stress = What is stress, and what is the stress response? How does stress impact learning and the brain? How can we reduce or control stress and anxiety? What re the health risks related to chronic stress?
 * Essential Questions: **

=**Common Core Standards Addressed:**=
 * Determine central ideas of themes of a text and analyze their development; summarize the key supporting details and ideas.
 * Prepare for and participate effectively in a range of conversations and collaborations.
 * Write Routinely over and extended period of time
 * Acquire and use accurately general academic and domain-specific words.
 * Conduct short as well as more sustained research projects

=**Stress unit introduction activities**=
 * [|Kahoot it]**

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=**Acquire and use accurately general academic words.**= = = =**Neuron and the Brain Lesson**=

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= = =**Stress and Brain Vocabulary**=


 * [|Stress and Brain Vocabulary]**

=**Essential Question: What is stress?**= = = =**Fight or Flight**= media type="youtube" key="VQUv37Tl1qc" width="560" height="315"


 * Learning Targets: Students will be able to... **
 * **Understand fight or flight**
 * **Summarize text**

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 * Learning Target: SWBAT**
 * **Know different types of stress**

=**[|Teen Mental Health: Stress, Fears, and Phobias]**=

[|CNN Article; The link between memory and stress]
 * Learning Target: Students will be able to....**
 * **Understand how stress affects memory and learning and summarize article**
 * **Review stress vocabulary**


 * Learning Target: Students will be able to....**
 * **Understand how stress affects memory and learning and summarize article**



Directions Read the article above and answer the following questions below on a separate sheet of paper. 1.) What happens to the hippocampus when cortisol levels elevate (rise) in the blood? What is the result? 2.) What happens to the pre-frontal cortex under stress? Why could this be bad? 3.) What does cortisol do to the Amygdala? What is the result? 4.) How can you use this information about your brain's reaction to stress to help manage stress in your life?

Learning Target: Students will be able to...
 * Work in pairs to jigsaw an article about stress management

media type="custom" key="26648012" Read section from text taking notes on key details and main ideas. = =

Learning Target: Students will be able to.... [|Long Term Effect of Stress Project]
 * Understand how chronic stress causes physical and mental/emotional diseases and disorders


 * Alcohol / The Teen Brain and Binge Drinking **
 * Common Core Standards Addressed: **
 * Integrate content in diverse formats and media to address a question or solve a problem.
 * Cite specific textual evidence when writing to support conclusions
 * Write arguments to support claims in an analysis of substantive topics, texts using valid reasoning and sufficient evidence.
 * Prepare for and participate effectively in a range of conversations and collaborations with diverse partners building on others ideas and expressing their own clearly and persuasively.
 * Present information,findings and supporting evidence such that listeners can follow the line of reasoning and organization, development, and style are appropriate to task, purpose, and audience.
 * Make strategic use of digital media.
 * Demonstrate command of standard English Grammar, Punctuation, Spelling


 * Essential Questions: **
 * How is the teenage brain structured, and how does this structure affect choices one makes during adolescence?**
 * How do the choices made during adolescence affect the rest of our lives? **
 * How does alcohol affect our bodies? **
 * What are consequences of binge drinking? **
 * How does society encourage binge drinking? **

= [|Kahoot] =

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 * Lesson #1 **

1.) Read the article below, "Teens and Decision Making" What Brain Science Reveals." Use Cornell Notes to pull out main ideas, supporting details and evidence to support essential questions from article. Summarize Cornell Notes media type="custom" key="26764888" 2.) Read the article linked below, "The Teen Brain: It's Just Not Grown Up Yet." [|" The Teen Brain; It's Just Not Grown Up Yet."] Use Cornell Notes to pull out main ideas, supporting details and evidence to support essential questions from article. Summarize Cornell Notes
 * Learning Target: SWBAT**
 * Use Cornell notes to pull out main ideas and supporting details about the teenage brain
 * Assignment(s)**


 * Lesson #2 **


 * Learning Target: SWBAT **
 * Locate and record evidence from the video about the human brain and addiction to support essential questions.

1.) Complete Video pre/post -test below before watching video. Revisit pre-post test upon completion of video and check and/or change answers. 2.) Watch Video, take notes and summarize
 * Assignment(s) **

[|Video: Addiction and the Human Brain]

=**Lesson #3**=


 * Learning Target: SWBAT**
 * Understand how alcohol affects our bodies
 * Locate the record evidence from the video about binge drinking to support essential questions.

media type="custom" key="24086246" 1.) Complete Alcohol Anticipation Guide before watching video.
 * Assignment:**



2.) Review Anticipation Guide after watching video

=**Lesson #4**= 1.) Complete pre/post test before video. Revisit pre-post test upon completion of video and check and/or change answers.
 * Assignment**

2.) Take notes on video [|Binge Drinking]

[]

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 * Lesson #5 **

1.) Locate 2 additional resources regarding the essential questions and provided cornell notes to record website and information.
 * Learning Target:** ** SWBAT **
 * Engage in independent research to locate additional information to support essential questions
 * Assignment: **

=**Achieve 3000 Articles**=
 * November 6th / "Another Reason To Get Up and Go"
 * November 13th / "Paying the Price."

**Unit Assessment of knowledge of Essential Questions and common core standards = 80% Unit Grad**e
[|Unit Assessment Instructions]



** Unit #: 2 / Tobacco **

 * Common Core Standards Addressed: **
 * =** Introduce precise claim and create an organization that establishes clear relationships among the claim, reasons, and evidence. **=
 * =**Present information findings. supporting evidence to that listeners can follow line of reasoning. **=
 * =**Prepare for and collaborate with diverse partners. **=
 * =**Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. **=
 * =**Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. **=


 * Essential Questions: **

=1.) How and why has the use of tobacco changed in the United States and the world? =

2.) Should the sale and use of e-cigarettes be restricted?
= 3.) How does tobacco and nicotine harm the body? =

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 * Lesson #1 **
 * Learning Target: SWBAT**
 * **Work in cooperative pairs to explore background knowledge about tobacco and nicotine and explore chemicals found in cigarettes.**


 * 1.) Sequential round table activity / Students will use roundtable activity to explore background knowledge about nicotine and tobacco.**
 * **Writer**
 * **Reporter**
 * Assignment:**
 * 2.) What's in a cigarette pair activity?**

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=**Lesson #2**=
 * Learning Target: SWBAT**
 * **Locate relevant and sufficient facts to support how and why has the use of tobacco has changed in the United States.**

media type="custom" key="26955248" 1.) Watch "Tobacco Wars" and take notes looking for evidence to support essential question. How and why did the use of tobacco change in the United States?
 * Assignment:**

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2.) Read, "Why Smoking Rates Are at New Lows." Use Cause/Effect graphic organizer.

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=**Lesson #3**=
 * Learning Target: SWBAT**
 * **Locate evidence to support a claim about E-cigarettes**

1.) Watch Video Below and Take Cornell Notes to help decide claim about E-Cigarettes

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2.) Read achieve 3000 article, "These Cigarettes Might Not Take Off." Locate evidence to support claim about E-Cigarettes. 3.) Read Article, "LA 'Vapers" have to hang with the smokers."
 * Assignment**