8 Tundra -notes/classwork/handouts

10-5--Thank you for a great quarter 8 Tundra. You made me smile a lot!!!!!!
Homework--Bring PE clothes for Monday after fall break. And, have a wonderful break filled with lots of rest and laughter!!!!! 

10-4--Homework--dress for the park tomorrow!!!!!!! Bring a sweatshirt/jacket and wear tennis shoes!
Quiz today
Behavior rehearsal today on preventing fights. 

10-3 Quiz tomorrow on counselor's notes,  fights start and preventing fights
Notes: Preventing fights
Recognize a conflict early-----the earlier you deal with something, before tempers rise the better
Learn to ignore some conflicts--if they are over something trivial, the person or situation is not very important to you, thew conflict is based on rumors that may not be true, if you are unlikely to ever see the person again, IT TAKES MATURITY AND SELF-CONTROL!!!!!
Confront a person wisely-choose the time and place carefully--chose not to confront them in front of friends, avoid confronting someone under the influence, choose a time when people are calm. Stay Calm-keep voice low, rehearse what you want to say, avoid screaming or name calling, count to 20 and breathe
Negotiate a solution
--- do the unexpected --be friendly, confident, and caring:
Provide the person with a way out-- present a compromise you can both live with
Be willing to apologize-- "I'm sorry" or "I didn't mean to embarrass you." 
Mediation-- resolve conflicts with a neutral third party.
Do not be an onlooker--avoid rumors, refuse to spread rumors, stay away from potential fight scenes, show respect for people who walk away or apologize
Get Help When Needed--TELL A TRUSTED ADULT!!!

10-2-Stepping in" and "Resolving Conflicts' are due by midnight on everfi.com--they count as two quiz grades--must do "Analyzing Influences" before you can start those two as a review. It will unlock the two you need at that point.
p3 c1d03e99 
p5  2b059e65 
p6 2e99c26f 
p7 a566e594 
Notes: How fights start----
arguments, prejudice, hurt pride and embarrassment, control, revenge, peer pressure

10/1-"Stepping in" and "Resolving Conflicts' are due by Tuesday 9/2 at midnight on everfi.com--they count as two quiz grades--must do "Analyzing Influences" before you can start those two as a review. It will unlock the two you need at that point.
finished the play

9/28-"Stepping in" and "Resolving Conflicts' are due by Tuesday 9/2 at midnight--they count as two quiz grades--must do "Analyzing Influences" before you can start those two as a review. It will unlock the two you need at that point.
sexual harassment play ---understanding how being rude and mean can escalate and end up being bullying and harassment.
How do we help each other?

9/27-NOTES :Counseling Dept.-- Rude vs mean; bullying vs harassment

--an accident

mean-on purpose putting someone down, criticizing

--aggressive pressure or intimidation based on disability, race, color, sexual orientation, national origin, religion or ancestry; unkind words, statements, or actions towards others based on something that is part of who they are; form of discrimination (Example: making fun of someone's skin color, making fun of someone's race)

on purpose, intentional, involves an imbalance of power, repeated over time
4 types of bullying: 
        physical--actions that hurt your body
         verbal--words that hurt your feelings
         friendship-- threatening to take a friendship away; 
         cyberbullying-- intentional, repeated harmful behavior using technology

bullying--repeated, purpose, emotional/physical harm, no remorse/blames target, limited effort to solve

conflict--happens occasional, there is remorse, they both have the issue-it isn't one sided

 9/26-Presentations---codes given for everfi program
www.everfi.com . click student/learner
enter code I gave you
username: lastname first and middle initial
password--you wrote it in your planner
click finished

"Stepping in" and "Resolving Conflicts' are due by Tuesday 9/2 at midnight--they count as two quiz grades--must do Analyzing Influences before you can start those two as a review. It will unlock the two you need at that point.

9/24--Presentations and cardio day

9/20-HOMEWORK: Complete your presentation project for Monday!! Practice your speech in front of your parents. The rubric is attached to 9/18. Let ypour parents grade you--would they cut health care? Did you make them empathize with you? PRESENTATION MONDAY!!!!!!
9/19--project work day
9/18--Checked that notes were completed.
We began planning our speech. The students received a sheet for planning and a copy of this checklist rubric to use to help them plan
Checklist rubric Mental disorder project.pdf

Here are the examples of legislative speeches to help you understand advocating for a cause:

Example of a health care testimony—Michael J Fox



how to use passionate wording (speaking is difficult due to trauma to her brain)


9/17-Began our new project. It is due Thursday 9/20
students chose to work on their own or with a partner.
Homework: Read about your mental disorder on kidshealth.org or Webmd.com--use the search tool(the little looking glass) to look up the word. please complete notes that you will include for your project. The directions for the project are included here:
directions SEW project.pdf

9/14--Written assessment!
Needs survey

Happy weekend!! Thank you so much for your hard work this week!!!

9/13--Written assessment tomorrow!!!!

Use the practice test linked  to help you. Please come in prepared!!!!
Practice test SEW 8tundra-2018.pdf
Today we reviewed defense mechanisms, took a quiz on them, and reviewed coping skills, and who/where to go to for emotional help.

9/12-Here are the notes taken while I was away.
QUIZ on Thurs.

Defense mechanisms

Denial- refusing to acknowledge an emotion or problem

Identification-assuming the qualities of someone you admire

Compensation-making up for weaknesses in one area by excelling in another

Rationalization-making excuses for your actions or feelings

Projection-blaming putting your own faults onto someone else

Daydreaming- fantasizing to escape reality

Displacement- transferring emotions from the original source to another

Regression-reverting to immature behavior to express emotions



-I whole heartedly apologize. I am just getting home to post my notes and practice test. I hope they both help. I am so sorry. Mrs. M

Practice test for SEW
Practice test SEW 8-2018.pdf

Ways to handle anger:
*physical activity
*talk to the person (I feel.....because.....)
*take a time out to cool down
*count to 10
*crumble up a piece of paper
*picture a stoplight-red=stop, yellow =slow down and take a breath, green=go in a healthy direction
*Think from the other person's perspective
*self statements "I can do this", "Breath", "I've got this", "I can chill", "Relax", "Think" (thoughtful, helpful, insightful, necessary, Kind)

Stress physical symptoms, emotional symptoms, behavioral symptoms---please see me for the handout that we received in class--be able to draw 3 of each category of symptoms on a body

Ways to manage stress:
draw, write, color, play video games, physical activity, mental rehearsal, relaxation-breathing slowly for three minutes, listening to or playing music, humor, confront the problem, time management, get help when needed, play with a pet, 

9/10--Returned quiz; graphed quiz
ANGER is one letter away from DANGER
It is important to control anger so it does not turn dangerous
Reviewed the steps to handling anger

assertive vs. aggressive ------assertive is confident, calm, the person stands up for themselves but takes the other person into consideration. Aggressive--reactive, in your face, strong, does not take the other person into consideration.

Physiological reaction to anger--adrenaline is released, heart speeds up, breathing quickens, muscles tense, body temperature rises, limbic system of the brain takes over


Resiliency: the ability to adapt and recover from disappointment, difficulty, crisis
Steps to handling anger:
*take a deep breath and stay calm
*focus on exactly what made you angry
*think of words to express your true feeling
*calmly tell the other person how you feel and what actions made you feel this way
*tell the person what you expect from him/her in the furure
Emotional needs
1. need to love and to be loved
2. need to feel worthwhile
3. need to belong

 9/6--QUIZ TOMORROW- influences,  emotions, responses
What are cultural influences?
(music, art, social "ways", sports, food, religion, clothing, dance, language, traditions/holidays)

Reviewed the Influences map--the rainbow--you, others, society (look at notes from 8/30)

There is a pause between emotion and response. That is where mindfulness can come in to determine the real emotion and the healthy response.

We worked on the 5 statements we did on Friday.
I feel.........because................

We worked on what would be appropriate responses. (healthy, helpful to you, don't hurt others, etc)

Example--I feel confused because I don't understand Mrs. Maggiore's notes. Appropriate response---ask Mrs. Maggiore questions

Example--I feel happy because I scored an 8 on my Health quiz. Appropriate response--smile and tell my parents about it when I get home. 

Deputy Martin notes

EI-Emotional Intelligence-ability to perceive, use and interpret emotions.
Ways to develop EI:
connect thoughts with emotions
reduce stressful situations
think before you act
embrace your emotions
take responsibility
demonstrate humility and humor 

Building empathetic beings
A --inspire self and others
B --take responsibility
C --delay gratification
D --control impulses
E --builds empathy

Create something, be something, do something---see what you do and don't have and utilize it. Stop trying to be someone else!!! Be resilient!!!!!!!!!

In school you get the lesson first and test second-- in life you get the test first and the lesson second. When you make mistakes, learn from them, make a costume change if you need to, but get back on stage.

To increase emotional intelligence:
Face to face time increases emotional intelligence
recognize and be conscience 
create, do, be
learn to use what you have
don't be an online "herd"--you are unique

Digital Media Branding--your social media is your branding:WHAT ARE YOU SAYING ABOUT YOU?
memorable--what is your sign?
Competitor: challenges---make it a challenge that helps not hurts
Likable: Would grandma like it?

Be safe, authentic, simplicity (less is more), adaptability (educate yourself before getting on new sites)


F.O.M.O. ----Fear of missing out

Social media
opinion or fact?
question and fact check it

The 5 Cs of critical consuming of information:
Context--where does it come from
Credibility--author cite credible sources
Construction--what is the bias? 
Corroboration--is this the only source saying this?
Compare--look at other sources

Teens are off balance
72 hours a week is the average amount of time teens spend on digital devices (TV, phone, computer, games), constant state of anxiety with digital age----TAKE TIME TO BALANCE!!!!!
      take devices out of bedroom
      have blackout time-no devices
      out with friends--turn off devices
      be effective not a multitasker

9/4-QUIZ FRIDAY on emotions and influences
-Deputy Martin notes:
cyber bullying- people say things on line they would not normally say
law: CO law $750 fine
Social Media use-increased rates of depression, anxiety and lack of sleep; streaks can leave a concerning level of hierarchy (more than 2 hours per day); Instagram/snapchat are considered the worse offenders to make people feel bad about themselves; 
devices are rewiring brains--must create balance and moderation

rewires your brain. as addicting as heroin by a Harvard study

Sexting is an issue.
asking, sending or receiving child pornography is NEVER legal. Stop asking!!!!!--Can this picture affect your future???--story told of a doctor who had a 15 year old picture resurface. Girls are pressured to send pictures more often than boys. CBS news special--recalibrate norms --DON"T ASK, DON"T SEND--Rule: Don't do anything with your phone you wouldn't want your grandma to see. 

manipulating a person to send more photos

human trafficking/child trafficking
slavery/sex and working for someone else is what occurs..the people pretend to be your friend that leaves the person asking "How did I get there?"
Boys often think they are not targets--this is wrong thinking. 

What would you do if you know someone in the locker room has taken a picture of someone else? ---PLEASE TELL A TEACHER RIGHT AWAY and tell the person too--Do NOT sit by and let this happen--people may think it is funny and say they won't send it--but you cannot trust that.

As soon as someone hits send it is out there forever. People try to play on your emotions to get you to react. 
Control your social media/Privacy ---- MUST do these!!
1. use privacy settings
2. Limit it to people you know
3. Think before you post.--people can always screenshot
4. Be respectful
5. Be careful about revealing your locations
6. Watch the clock--hours can go by

Protect (name, SS#, personal data and posts)
Guard (emotions, self worth, personal value, )

Seeking "Likes" leads to lost security, privacy, and self--people are seeking validation (stop seeking validation from others--look inside and to the 5 people closest to you)
personal appearance--don't allow people to influence your appearance--they photo shop!!!
Respect-- how do you respect your yourself if you are sexting?

Security Practices
Unique passwords
adjust privacy settings
contacts should be only people you know 

Before you hit SEND-
Three R test--will there be regret, reputation or relationship concerns
Is it helpful or hurtful to your future.
Grandma test--would she appreciate what you are sending
Manage words don't let words manage you

8/31-Field Trip form due
Discussed emotions-strong,weak,pleasant, unpleasant-depends on the person--we classified a list we brainstormed
Notes: Expressing Emotions
1. Identify the REAL emotion (Ex Abby was angry at Hannah. Hannah beat her out for the lead part and Abby got a smaller role. Abby was jealous that she did not get the role.
2. Understand the cause (Example: Abby had tried out for that role and told Hannah she wanted the lead. Hannah had been offered the lead role because her try out went so well.)
3. Handle the emotion in a healthy way(Ex:Abby congratulated Hannah on getting the part, and worked really hard to do well in her smaller role.--remember your habits: Seek first to understand, win-win)

 8/30-collected tree and parent interview--field trip form due tomorrow
Notes: influences
you---beliefs, values, personality, likes, dislikes, skills/abilities
others--peers, family, friends, role models, celebrities, teachers, coaches, leaders, pets
society--media, tv, commercials, ads, tv, movies, news, books, magazines, government, politics, laws, environment, economics, culture-music,food,dress,
Tree due at the end of class today or first thing when you come to class tomorrow.
Requirements for your tree
5-7 Roots (Your passions, values, important people)
3-5 branches (long term goals( 1-20 years away) Ex:" Go to college"
2-3 leaves per branch (short term goals--S.M.A.R.T format) Ex: "Graduate from HS with a                                                                                                3.0GPA"
5-7 sun rays (family values )
Trunk contains your mission statement--words to live by

(bottom number is for a 5, top number is a "7" (all categories went for the "A" equals and "8")

8/28_HOMEWORK-PARENT INTERVIEW DUE Thursday (I gave an extra day)
We finished the great discovery questions and began our project--creating a tree that highlighted our values, interests, important people, long term and short term goals.

8/27--Period 3--Internet went down after lunch until after 4:15, at that point I had to leave. I am sorry your notes were not up. Thank you for checking if you did. Everyone is excused from having the work completed. I am so sorry it was down. 

HOMEWORK-PARENT INTERVIEW DUE WED. Please be sure you interview a parent and they sign the paper 
Goal setting model: 1. identify the goal. 2. Action plan . 3. Reflection
Today we worked again on making our academic goal for the year/quarter--we made sure it was Specific, Measurable,Attainable,Realistic,Time oriented. We worked on the front of the blue sheet again.

The Great Discovery (7 Habits) we completed the following questions:
1. Think of someone you admire, and think of the qualities they have that you would like to have.
2. Think of yourself in 20 years, Where will you be, what will you be doing, and who will be around you ?
3. What would you be willing to sacrifice everything for? (million dollars/ family? fame?... nothing?)
4. If you could spend a day in a great library studying anything, what would you study?
5. List 10 things you love to do.

Students took notes on the 8 posters from yesterday. Please see a member of your group to get the noptes they took
We discussed goal-setting.
1.identify a goal--Make it a SMART goal--specific, measurable, attainable, realistic, timely
2.action plan--lists to help them accomplish, and people to go to, and other resources
3.reflection--why was it important/did I reach it? what would I change?What did I do well?

Work to do--please get a copy of the goal setting worksheet from me in class--It is blue. Make a SMART goal around school. (Ex: I will get all A's and B's in work habits and content during first quarter; I will score a 5 or above on at least 80% of my math quizzes this quarter)

8/23-Sorry I am late in posting tonight.NO HOMEWORK
Mindfulness day--senses
We worked in groups to create posters about the chapter on "The importance of school!"
Thanks for your hard work today!!!
I will see you Monday.

8/22-No homework
Brain notes continued:
hippocampus-long term memory and emotional responses
thalamus-relaying info from sensory receptors to areas of the brain
corpus callosum--connect the right and left hempisphere
left hemisphere-analytic thought, logic, data, reasoning, science, 
rt. hemisphere-art and music awareness, creativity, imagination, insight, intuition, 3-D, left hand

Begin the first "Most Important Decision"--SCHOOL!
We divided up into groups and we will be making a poster tomorrow.--Please see me if you were absent so that I can place you in a group. :)

8/21-No Homework
Brain notes
frontal lobe-decision-making, cognitive behaviors, personalities
parietal lobe-sensory information processing, taste, touch, temperature
occipital lobe-eyesight processing
temporal lobe-hearing processing
cerebellum-coordination, balance

How to keep brain healthy--avoid drugs/alcohol, SLEEP 8-10 hours a night!, eat healthy, avoid caffeine and sugar in the evening because they can keep you awake, blue light on phones and i pads interrupt sleep, keep your brain challenged!

8/20-No homework
Today we finished habits 6 and 7 and turned in the 7 habits worksheet. If you were absent, please see me so that you have a grade for this paper. Happy new week!!!!

8/17---NO HOMEWORK Habits
 2,3,4,5--please see me to check out a book to read and summarize these pages. 
8/16-Mindfulness--learned the "Handy model" of the brain. There are times when we "flip our lid" and we have to acknowledge those times, and if we are stuck, have coping skills to get us back to our "cortex thinking" (fist) model again. We practiced sphere deep breaths.
Habit 1--Be proactive--take ownership of your life, actions, feelings and do not be the victim or allow others to influence your reactions--be in control. (we read this section)
 8/15--Checked that all students had a binder, spiral and planner. Collected the parent signed syllabus
*Passed out the work habit graph that will be completed every Friday.
*We really worked at getting to know our classmates and signing up "clock partners" to use for the semester. If you were absent please see me to get your work habit graph.
 8/14Assignment: By Wednesday-TOMORROW, please have a 1/2inch or 1 inch binder (can be a used one) and a spiral. 
Read the syllabus with your parents . Feel free to print out the last page or write a note "We understand the expectations and units of study" and have one parent and yourself sign it. The signed syllabus/paper is due TOMORROW. 
Where in the world is health?--Flexed our conceptual preference and looked at how the world around us affects our physical/social and/or mental/emotional health. 

8/13-Paradigm--a way to look at something. Using the 6 Most Important Decisions by Sean Covey, we looked at how this year would be about possibly shifting your paradigms and considering situations from different angles..
Assignment: By Wednesday, please have a 1/2inch or 1 inch binder (can be a used one) and a spiral. 
Read the syllabus with your parents this weekend. Feel free to print out the last page or write a note "We understand the expectations and units of study" and have one parent and yourself sign it. The signed syllabus/paper is due Wednesday. 

Assignment: By Wednesday, please have a 1/2inch or 1 inch binder (can be a used one) and a spiral.
Read the syllabus with your parents this weekend. Feel free to print out the last page or write a note "We understand the expectations and units of study" and have one parent and yourself sign it. The signed syllabus/paper is due Wednesday. 

2018 8th Health Syllabus .pdf