In P.E., students in both 7th and 8th were working on Volleyball skills. Students are preparing for a small tournament among the 7th and 8th grade classes in January.
In Health, 7th and 8th graders worked on preparation for their Portfolio-Eligible Projects during class. Students received the following forms:
1) Criteria For Personal Wellness
2) 7th Grade: Rubric for "Living Tobacco-Free" Project
8th Grade: Rubric for "Personal Campaign to Advocate Against Drugs/Alcohol"
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7th Grade Project: Students are working together in groups to create a radio public announcement/commercial expressing the Harmful Effects of Tobacco on the Body. All students are required to have an active speaking part with Health-related facts.
Students will also prepare a poster or brochure, and also a reflection paper describing how your Personal Health Triangle is affected by tobacco.
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8th Grade Project: "Personal Campaign to Advocate Against Drugs/Alcohol"
Project may be in the form of a radio Public Service Announcement, Awareness Program, Website, Talk Show, etc.
Projects may cover a variety of topics including interviewing and surveying police, judges, teachers, etc. They may also examine organizations such as M.A.D.D.(Mothers Against Drunk Driving) and review alcohol-related laws and policies in their community. They also are asked to set goals to remain alcohol-free. Students will present their community projects and give their personal goals (develop an Action Plan) to the teacher.
Project must include on of the following tangible evidence piece which will be used as collected data: Designed quiz, survey, "Did You Know" Facts Sheet, Diagram, Graph, or Drawing.
Students must show a reflection how this project relates to all of the topics studied this year in FFL (ex., Self-esteem, Personal Safety, Bullying, etc.
Focus on internal/external influences.
CHOOSE 8 OF THE FOLLOWING AREAS OF FOCUS TO INCLUDE IN YOUR PROJECT...
*Pressures teens face, and how adults can help (Bridging the Gap).
*Reasons people drink or use tobacco or other drugs.
*Determine what recreational activities are available in the community for alcohol-free relaxation and enjoyment.
*Drawing or diagram to illustrate the effects of alcohol on the brain and central nervous system.
*Make a drawing depicting the needs, which people try to fill through drinking. Examples may include feelings of security, feelings of importance, etc.
*Call attention to current newspaper articles, magazine articles, movies, or music and television programs that mention or discuss alcohol (CONVERSATION STARTER). Develop questions for discussion.
*Interview or research people who have lost kids, friends, loved ones, classmates, etc. to drug/alcohol abuse.
*Skills used to identify and resist influences to use alcohol.
*Look beyond family and friends and into your community to see how advertising, legislation and other matters may affect a person's decision to use or not use alcohol.
*Explore issues and opinions about alcohol and discuss how students can influence their friends, younger kids, their schools--and even their communities--about not drinking alcohol.
*Review refusal skills, consequences of alcohol use and alternative ways to have fun without drinking. Identify the things you want to see happen for yourself and a plan to achieve those goals during the upcoming year.
*Examine the role of personal responsibility in making the decision to drink and having an influence on others.
*Explore how schools, law enforcement, the media, business establishments and government influence their decisions about drinking.
*Study the case of a teen who is stopped for driving under the influence of alcohol after attending a party. Discuss the case and examine the people or institutions that may have played a role in the teen's decision to drink.
*Student brainstorm for ideas to deter underage drinking. You are asked to look at the issues from the perspectives of parents, teens, police and educators and vote on the ideas (make a law) you believe will be the most effective.
*Help students understand the complexity of alcohol use and demonstrate how students can become involved in changing the attitudes of friends, younger students and even adults.
*What could be done to reduce the number of collisions resulting from drinking and driving?
*Where would you find information in your community to help someone with drinking problems.
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Greetings Parents, Guardians, and Students: Check out what is going on in 7th & 8th grade FFL...ACMS Wolves On The Move!!!
Your Target Pulse Rate: Did you know?
Exercise should increase your heartbeat to at least 50 percent of your maximum rate to provide a benefit for your heart and lungs. The heartbeat rate that will safely provide the greatest benefit is between 60 and 80 percent of your maximum rate. This is your target pulse rate (also known as target heart rate). Determine your maximum heartbeat rate by subtracting your age from the number 220. Multiply your maximum heartbeat rate by 60 percent and then by 80 percent.