Comprehensive Health Education Syllabus
MYP Level 4
Teachers: Mr. Poltrock
Office Location: Boys locker room
Office Phone: 414-304-6117
Office Hours: Anytime by appointment
Class Description: This course is designed to provide students with the knowledge and skills to make healthy life choices to promote personal wellness. The curriculum includes human growth and development, STD's, HIV and pregnancy prevention, parenthood, family living, personal well-being education, nutrition, physical activity, community health issues, hands only CPR, and substance use prevention (ATODA).
Because of the nature of the class there will be some sensitive, personal, and potentially emotional topics discussed. I expect everyone to maintain respectful and mature attitude and to contribute to making this a safe environment to ask questions and discuss potentially emotional topics. This respectful attitude extends beyond my classroom doors. If you are found to be making fun of anyone for something they stated/discussed/asked, within our class, we can and will refer you to administration.
Class Requirements:
1.Be on time daily with a positive attitude!
2.Come prepared daily with class materials and your Health Book.
3. Talk at appropriate times and use appropriate language.
4. Respect others and class equipment.
Assessments:
1.Class Projects/Discussions
2.Health issues and concerns in society
3.Textbook assignments
4.Tests
Class Discipline or Consequences:
1. Verbal warning
2. One-on-one conversation
3. Phone call to parents/guardians
4. Detention
5. Written referral to an administrator
6. Meeting with parents/guardians and an administrator
Retake Policy:
Students may retake any evidence up to one week after the grade was posted on IC.
Plagiarism
Reagan High School’s principles regarding academic integrity define plagiarism as "submitting material that in part or whole is not entirely a student’s own work without attributing that material to its correct source.” Our school regards plagiarism as a serious academic offense. Students are required to turn in work that is either completely original or that is properly cited according to the directions of the given assignment. Plagiarism can occur in many forms besides writing: art, music, computer science, mathematics, second acquired language and scientific work can also be plagiarized. It is important to understand that unauthorized collaboration on a class assignment is also plagiarism. To further student responsibility in this regard, Reagan HS subscribes to www.turnitin.com. Classroom work is regularly submitted through this site and monitored for plagiarized material. Papers that contain plagiarized work will be given a grade of zero and returned to the student. Depending on the case, administrative action may be taken. Students found plagiarizing may lose their IB diploma candidacy and may be subject to further IB sanctions.
Approaches to Learning:
In all Reagan courses students will be evaluated on the following IB approaches to learning:
•Self-management
•Social
•Communication
•Thinking
•Research
Students will earn scores of Exceeding, Meeting, In Progress and Limited Progress based on their demonstration of the Approaches to Learning through class activities including the following:
•Participation in classwork and discussions
•Timely completion of practice, evidence and retakes
•Collaboration and communication in group activities
•Appropriate preparation for class evidences, projects and IB Exams
MYP Level 4
Teachers: Mr. Poltrock
Office Location: Boys locker room
Office Phone: 414-304-6117
Office Hours: Anytime by appointment
Class Description: This course is designed to provide students with the knowledge and skills to make healthy life choices to promote personal wellness. The curriculum includes human growth and development, STD's, HIV and pregnancy prevention, parenthood, family living, personal well-being education, nutrition, physical activity, community health issues, hands only CPR, and substance use prevention (ATODA).
Because of the nature of the class there will be some sensitive, personal, and potentially emotional topics discussed. I expect everyone to maintain respectful and mature attitude and to contribute to making this a safe environment to ask questions and discuss potentially emotional topics. This respectful attitude extends beyond my classroom doors. If you are found to be making fun of anyone for something they stated/discussed/asked, within our class, we can and will refer you to administration.
Class Requirements:
1.Be on time daily with a positive attitude!
2.Come prepared daily with class materials and your Health Book.
3. Talk at appropriate times and use appropriate language.
4. Respect others and class equipment.
Assessments:
1.Class Projects/Discussions
2.Health issues and concerns in society
3.Textbook assignments
4.Tests
Class Discipline or Consequences:
1. Verbal warning
2. One-on-one conversation
3. Phone call to parents/guardians
4. Detention
5. Written referral to an administrator
6. Meeting with parents/guardians and an administrator
Retake Policy:
Students may retake any evidence up to one week after the grade was posted on IC.
Plagiarism
Reagan High School’s principles regarding academic integrity define plagiarism as "submitting material that in part or whole is not entirely a student’s own work without attributing that material to its correct source.” Our school regards plagiarism as a serious academic offense. Students are required to turn in work that is either completely original or that is properly cited according to the directions of the given assignment. Plagiarism can occur in many forms besides writing: art, music, computer science, mathematics, second acquired language and scientific work can also be plagiarized. It is important to understand that unauthorized collaboration on a class assignment is also plagiarism. To further student responsibility in this regard, Reagan HS subscribes to www.turnitin.com. Classroom work is regularly submitted through this site and monitored for plagiarized material. Papers that contain plagiarized work will be given a grade of zero and returned to the student. Depending on the case, administrative action may be taken. Students found plagiarizing may lose their IB diploma candidacy and may be subject to further IB sanctions.
Approaches to Learning:
In all Reagan courses students will be evaluated on the following IB approaches to learning:
•Self-management
•Social
•Communication
•Thinking
•Research
Students will earn scores of Exceeding, Meeting, In Progress and Limited Progress based on their demonstration of the Approaches to Learning through class activities including the following:
•Participation in classwork and discussions
•Timely completion of practice, evidence and retakes
•Collaboration and communication in group activities
•Appropriate preparation for class evidences, projects and IB Exams
Health Standards
Standard 1: Students will comprehend concepts related to health promotion
and disease prevention to enhance health.
Standard 2: Students will analyze the influence of family, peers, culture, media,
technology, and other factors on health behaviors.
Standard 3: Students will demonstrate the ability to access valid information.
and products and services to enhance health.
Standard 4: Students will demonstrate the ability to use interpersonal communication.
skills to enhance health and avoid or reduce health risks.
Standard 5: Students will demonstrate the ability to use decision-making skills.
to enhance health.
Standard 6: Students will demonstrate the ability to use goal-setting.
skills to enhance health.
Standard 7: Students will demonstrate the ability to use health-enhancing.
behaviors and avoid or reduce health risks.
Standard 8: Students will demonstrate the ability to advocate for personal,
family, and community health
Standard 1: Students will comprehend concepts related to health promotion
and disease prevention to enhance health.
Standard 2: Students will analyze the influence of family, peers, culture, media,
technology, and other factors on health behaviors.
Standard 3: Students will demonstrate the ability to access valid information.
and products and services to enhance health.
Standard 4: Students will demonstrate the ability to use interpersonal communication.
skills to enhance health and avoid or reduce health risks.
Standard 5: Students will demonstrate the ability to use decision-making skills.
to enhance health.
Standard 6: Students will demonstrate the ability to use goal-setting.
skills to enhance health.
Standard 7: Students will demonstrate the ability to use health-enhancing.
behaviors and avoid or reduce health risks.
Standard 8: Students will demonstrate the ability to advocate for personal,
family, and community health
Hands only CPR
Unit 1: A Healthy Foundation: Understanding your Health Skills
video resource
identifying Health risks/consequences and Practicing Advocating and Refusal skills
- You and your friends volunteer for some community service hours. Your friend is asked to use a chainsaw to cut down some trees. Your friend is inexperienced with using a chainsaw and safety equipment like protective glasses and gloves are not available. Your friend is also wearing flip flops.
- You and your friends are waiting for the bus. Someone you just met at school shows up driving a motorcycle. They offer your friend a ride but they do not have and extra helmet for them to wear.
- You and your friend are swimming with group of people at another friend’s house. Someone dares your friend to jump off the roof of the house into the pool.
- Your best friend meets someone on a social media website from a different school. This person wants to meet your friend at a park later tonight.
- You and your friends are riding in a car and the driver beings texting.
- You and your friends are meeting up with a group of people at a campsite. The camp fire is running out of wood. Someone dares your friend to pour gas on the fire.
- Your friend shows up at your house with his father’s gun, they want to go outside and shoot it.
- Your best friend joined a new sport and their new teammates are pushing for your friend to lose weight. Your friend is telling you about this new extreme diet, weight loss pills, and exercise program.
- Your friend has some left over fireworks from Forth of July. They want to tie them all together and shoot them off.
Conflict resaulation
Situation 1.
My wife calls and asks me to pick up a pizza for supper. She likes pepperoni, I like pepperoni and onions. How can we solve the conflict?
Situation 2.
My friend and I are shopping with our kids. Halloween is the next day and there is one pumpkin left. We each want the pumpkin. How can we solve the conflict?
My wife calls and asks me to pick up a pizza for supper. She likes pepperoni, I like pepperoni and onions. How can we solve the conflict?
Situation 2.
My friend and I are shopping with our kids. Halloween is the next day and there is one pumpkin left. We each want the pumpkin. How can we solve the conflict?
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Goal Setting
decision making
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DECISION MAKING SCENARIOS (OPEN LINK BELOW): EVIDENCE #1
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HEALTH TRIANGLE: EVIDENCE #2
Write two stories about the health triangle.
The first story should be a positive story. Start by writing about the mental health component of Stress in your life. You should discuss how that area of heath improved and why. Write about your actions and improved skills. After this is explained, make a connection of how that one aspect of improved health can directly effect the other 2 areas of the health triangle (social and physical) How/why were the other two areas improved? What was the cause and effect of this improvement? Example: I workout and improve my physical health. Now I feel confident to ask my crush out on a date. Improved physical heatlh improves my social health.
The second story should be a negative story. Start by picking one component of the health triangle that worsens, causing a persons health to decrease. After this is explained, connect that change to the decrease health in the other 2 areas of the health triangle. Use the same cause and effect that you used in the first story. How/why were the other two areas affected?
Please use specific language when communicating.
This can be a true story about you or someone you know. I will be the only one to read it. This will not be shared with your classmates.
This can be a fictional story. Have fun with your storytelling, make it about someone famous or about a dog.
Write two stories about the health triangle.
The first story should be a positive story. Start by writing about the mental health component of Stress in your life. You should discuss how that area of heath improved and why. Write about your actions and improved skills. After this is explained, make a connection of how that one aspect of improved health can directly effect the other 2 areas of the health triangle (social and physical) How/why were the other two areas improved? What was the cause and effect of this improvement? Example: I workout and improve my physical health. Now I feel confident to ask my crush out on a date. Improved physical heatlh improves my social health.
The second story should be a negative story. Start by picking one component of the health triangle that worsens, causing a persons health to decrease. After this is explained, connect that change to the decrease health in the other 2 areas of the health triangle. Use the same cause and effect that you used in the first story. How/why were the other two areas affected?
Please use specific language when communicating.
This can be a true story about you or someone you know. I will be the only one to read it. This will not be shared with your classmates.
This can be a fictional story. Have fun with your storytelling, make it about someone famous or about a dog.
Chapter 1-2 assessment, odds or evens: EVIDENCE # 3
Unit 1 test: EVIDENCE # 4
Unit 1 test: EVIDENCE # 4
Unit 2: Meantal and Emotional Health
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EVIDENCE #
How did Chuck achieve the different levels of Maslow's Hierarchy of Needs in the movie Cast Away?
For each level, give two examples of where, when, and how, chuck achieved this status. Explain/describe the moment in the movie when this happened. What was going on? Who was involved. Did this happen on or off the island. Start with Physiological needs and work your way to the top.
Although the experience of the plane crash was a traumatic event is Chucks life, many would argue that it made his life better and more complete having experienced life on the island. Do you agree or disagree? How has life changed for Chuck now that he has been "brought back to life"?
How did Chuck achieve the different levels of Maslow's Hierarchy of Needs in the movie Cast Away?
For each level, give two examples of where, when, and how, chuck achieved this status. Explain/describe the moment in the movie when this happened. What was going on? Who was involved. Did this happen on or off the island. Start with Physiological needs and work your way to the top.
Although the experience of the plane crash was a traumatic event is Chucks life, many would argue that it made his life better and more complete having experienced life on the island. Do you agree or disagree? How has life changed for Chuck now that he has been "brought back to life"?
mindfulness and mental health
suicide prevention
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Bullying prevention
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depression
Stress Management
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Greif/loss/coping
EVIDENCE # 5
Mental Health Disorder Project.
Create a Google Slide Show. Share share it with Coach Poltrock at: [email protected]
FAMOUS CELEBRATORY OR ATHLETE LIVING WITH MENTAL DISORDER.
ANSWER THE FOLLOWING QUESTIONS in google slide show:
-What is the person famous for, how did they become famous?
-What psychological disorder do/did they have? Define this mental illness.
-Are there other forms or types of the mental disorder?
-How many people does this mental disorder affect?
-Does it affect a certain age group?
-What are the statistics specific to your age group?
-Does it affect a certain ethnic group?
-Is location or culture a factor?
-When did it start for this person?
-When did they first notice or become aware of it?
-What were some of the struggles this person went through in the early stages of discovering this disorder?
-How did the illness affect the persons thoughts, feelings and behaviors?
-Was the stigma of mental heath disorders something they had to overcome in self acceptance or in discussing it with friends and family members?
-What tests do the doctors run to determine whether a person has this mental disorder?
-Can this mental disorder be inherited and passed down from parents?
-Can lifestyle have an effect on this mental disorder?
-Are there any ways to prevent the disorder?
-What was life like for them when they discovered they had this metal illness?
-Did the disorder cause the person difficulty in his or her family and social life? In what way? how?
-Did the person seek treatment? When and how? Did they talk about it with someone?
-What are the treatment options?
-Is there a cure?
-What is the person’s greatest achievement in life?
-Did having a psychological disorder affect the person’s ability to achieve success?
-How has the individuals life changed as a result of the disorder? What was living with this disorder like?
-What has the person said publicly, regarding his/her disorder? If so How?
- Is this person an advocate for mental health awareness? How?
-Should famous people speak up and talk about mental illness? Why? How will this benefit others?
Famous People with Psychological Disorders
Abraham Lincoln, depression
Andre Agassi, anxiety disorder
Aretha Franklin, anxiety disorder
Carrie Fisher, bipolar disorder
Charles Dickens, depression
David Beckham, anxiety disorder
Fiona Apple, eating disorder
Isaac Newton, bipolar disorder
Justin Timberlake, ADHD
Kurt Cobain, ADHD, bipolar disorder
Michael Phelps, ADHD
Creditable websites must be used for research. Start with the two links below.
ADHD (Attention Deficit Hyperactivity Disorder)
Anxiety Disorders
Autism Bipolar Disorder
BPD (Borderline Personality Disorder)
Depression Dissociative Disorders
Eating Disorders
OCD (Obsessive-compulsive Disorder)
PTSD (Posttraumatic Stress Disorder)
Schizoaffective Disorder Schizophrenia
Mental Health Disorder Project.
Create a Google Slide Show. Share share it with Coach Poltrock at: [email protected]
FAMOUS CELEBRATORY OR ATHLETE LIVING WITH MENTAL DISORDER.
ANSWER THE FOLLOWING QUESTIONS in google slide show:
-What is the person famous for, how did they become famous?
-What psychological disorder do/did they have? Define this mental illness.
-Are there other forms or types of the mental disorder?
-How many people does this mental disorder affect?
-Does it affect a certain age group?
-What are the statistics specific to your age group?
-Does it affect a certain ethnic group?
-Is location or culture a factor?
-When did it start for this person?
-When did they first notice or become aware of it?
-What were some of the struggles this person went through in the early stages of discovering this disorder?
-How did the illness affect the persons thoughts, feelings and behaviors?
-Was the stigma of mental heath disorders something they had to overcome in self acceptance or in discussing it with friends and family members?
-What tests do the doctors run to determine whether a person has this mental disorder?
-Can this mental disorder be inherited and passed down from parents?
-Can lifestyle have an effect on this mental disorder?
-Are there any ways to prevent the disorder?
-What was life like for them when they discovered they had this metal illness?
-Did the disorder cause the person difficulty in his or her family and social life? In what way? how?
-Did the person seek treatment? When and how? Did they talk about it with someone?
-What are the treatment options?
-Is there a cure?
-What is the person’s greatest achievement in life?
-Did having a psychological disorder affect the person’s ability to achieve success?
-How has the individuals life changed as a result of the disorder? What was living with this disorder like?
-What has the person said publicly, regarding his/her disorder? If so How?
- Is this person an advocate for mental health awareness? How?
-Should famous people speak up and talk about mental illness? Why? How will this benefit others?
Famous People with Psychological Disorders
Abraham Lincoln, depression
Andre Agassi, anxiety disorder
Aretha Franklin, anxiety disorder
Carrie Fisher, bipolar disorder
Charles Dickens, depression
David Beckham, anxiety disorder
Fiona Apple, eating disorder
Isaac Newton, bipolar disorder
Justin Timberlake, ADHD
Kurt Cobain, ADHD, bipolar disorder
Michael Phelps, ADHD
Creditable websites must be used for research. Start with the two links below.
ADHD (Attention Deficit Hyperactivity Disorder)
Anxiety Disorders
Autism Bipolar Disorder
BPD (Borderline Personality Disorder)
Depression Dissociative Disorders
Eating Disorders
OCD (Obsessive-compulsive Disorder)
PTSD (Posttraumatic Stress Disorder)
Schizoaffective Disorder Schizophrenia
Unit 2 test: EVIDENCE #
Unit 4: nutrition
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Bacon-wrapped chicken? Texans' J.J. Watt eats around 9,000 calories to fuel
Aug 13, 2015
Watt's body lagged behind his mind, though. Having trained the Houston Texans defensive end since high school, Brad Arnett noticed something was wrong during a workout back in February. Watt also noticed. He knew his body well enough to know it just didn't feel right.
"My body was grabbing for something that wasn't there," Watt said. "It was trying to fuel itself with no fuel."
What was missing?
Fat. Cheat days. Tasty things.
If he ate eight chicken breasts in one meal, Arnett suggested he wrap three of them in bacon. Daily. That meant adding mashed sweet potatoes, more pasta, fish, olive oil and coconut oil in his cooking and avocados.
"I started crushing avocados," Watt said.
His calorie count rose to somewhere between 6,000 and 9,000 calories per day, depending on how active he was each day. Watt opted to keep his own meal plan a secret, but it would take about 50 slices of bacon, 20 chicken breasts and 13 whole avocados to reach 9,000 calories.
Weekly, that meant the glorious return of one cheat meal, something Watt thought he had to cut out. The cheat meal's triumphant return came in the form of brunch.
"I love brunch," Watt said. "Brunch is my favorite meal. I went there (to his favorite brunch spot in Wisconsin), had brunch, had a massive potato pancake omelet, which is an omelet inside a potato pancake. Then I had stuffed French toast with berries and stuff. My cheat meals aren't even that exciting. That was my cheat meal. The omelet is still pretty darn healthy. The stuffed French toast was the cheat meal, but that was delicious."
He loves barbecue, too.
Watt has struck up a friendship with local chef Ronnie Killen, owner of Killen's Barbecue, named one of America's top five barbecue joints by the Food Network. When Watt eats lean, Killen sends him smoked turkey and lean cuts of brisket. Going into Killen's Barbecue isn't an option during non-cheat times because Watt has trouble resisting carrot cake, banana pudding and bread pudding.
"It's funny, because you can tell when he's in serious mode and when he's kind of relaxed, which, he's hardly ever relaxed," Killen said.
Killen noted that Watt doesn't like sauces much. He likes simplicity. It's part of the reason Watt says he doesn't have a chef. He tried one for a few weeks, but he prefers to cook his own meals. When Killen opens a burger place soon, he will have a No. 99 burger on the menu: a turkey burger with ground-up mushroom inside it. Moist, lean and simple, just the way Watt likes it. Killen's never named a menu item after an athlete before.
As Watt spoke about his nutritional revelations, he sat on a table in Richmond, Virginia, minutes after practice, still in uniform. He gulped down a chocolate post-workout shake before the interview, and that was only the beginning. That day was actually a cheat day -- he'd bought Krispy Kreme doughnuts for the team to celebrate punter Shane Lechler's 39th birthday.
Watt isn't the only elite athlete who has to eat this much. In 2008, swimmer Michael Phelps said he consumed up to 12,000 calories per day while training for the Beijing Olympic Summer Games. Still, reaching his somewhat fluid calorie marks isn't easy for Watt.
"It's literally, if I'm not working out, I eat the whole time I'm not working out," Watt said. "It's exhausting. You have to force-feed. You have to force yourself to eat food."
Since entering the NFL, Watt convinced himself that food was just fuel, that taste didn't matter and that this would perfect his diet. In his mind, a lean, low-carb diet was what his body needed to be as strong and lean as he wanted to be. He attacked it with the discipline that's helped him turn into a two-time defensive player of the year and league MVP candidate.
"Everything in you wants to eat the stuff that tastes good," Watt said. "And trust me, I love good food just as much as anybody. It's just like everything else. In the early days, there's days when you don't want to go to the gym. There's days when you don't want to wake up early. There's plenty of days when I don't want to eat chicken breast and broccoli and rice, but I know what I have to do, and I know the sacrifice I have to make."
Only he began to sacrifice too much. The diet led to a dip in energy levels that caused Arnett to sit down with Watt to review the importance of fat and carbohydrates.
"It's OK, you're not going to fall off the face here, your body [composition's] not going to jump 5 percent the next day," Arnett said. "Just making subtle changes. It made a huge, huge difference."
Within days, Watt's energy returned. The fat was helping him absorb the nutrients from his other meals and turn those into much-needed fuel for grueling, self-imposed two-a-days.
There was a time when Watt thought he'd never get to eat anything tasty until he retired from football.
"It was bad," Watt said. "I'm glad it's over."
Aug 13, 2015
- Tania GanguliESPN Staff Writer
Watt's body lagged behind his mind, though. Having trained the Houston Texans defensive end since high school, Brad Arnett noticed something was wrong during a workout back in February. Watt also noticed. He knew his body well enough to know it just didn't feel right.
"My body was grabbing for something that wasn't there," Watt said. "It was trying to fuel itself with no fuel."
What was missing?
Fat. Cheat days. Tasty things.
If he ate eight chicken breasts in one meal, Arnett suggested he wrap three of them in bacon. Daily. That meant adding mashed sweet potatoes, more pasta, fish, olive oil and coconut oil in his cooking and avocados.
"I started crushing avocados," Watt said.
His calorie count rose to somewhere between 6,000 and 9,000 calories per day, depending on how active he was each day. Watt opted to keep his own meal plan a secret, but it would take about 50 slices of bacon, 20 chicken breasts and 13 whole avocados to reach 9,000 calories.
Weekly, that meant the glorious return of one cheat meal, something Watt thought he had to cut out. The cheat meal's triumphant return came in the form of brunch.
"I love brunch," Watt said. "Brunch is my favorite meal. I went there (to his favorite brunch spot in Wisconsin), had brunch, had a massive potato pancake omelet, which is an omelet inside a potato pancake. Then I had stuffed French toast with berries and stuff. My cheat meals aren't even that exciting. That was my cheat meal. The omelet is still pretty darn healthy. The stuffed French toast was the cheat meal, but that was delicious."
He loves barbecue, too.
Watt has struck up a friendship with local chef Ronnie Killen, owner of Killen's Barbecue, named one of America's top five barbecue joints by the Food Network. When Watt eats lean, Killen sends him smoked turkey and lean cuts of brisket. Going into Killen's Barbecue isn't an option during non-cheat times because Watt has trouble resisting carrot cake, banana pudding and bread pudding.
"It's funny, because you can tell when he's in serious mode and when he's kind of relaxed, which, he's hardly ever relaxed," Killen said.
Killen noted that Watt doesn't like sauces much. He likes simplicity. It's part of the reason Watt says he doesn't have a chef. He tried one for a few weeks, but he prefers to cook his own meals. When Killen opens a burger place soon, he will have a No. 99 burger on the menu: a turkey burger with ground-up mushroom inside it. Moist, lean and simple, just the way Watt likes it. Killen's never named a menu item after an athlete before.
As Watt spoke about his nutritional revelations, he sat on a table in Richmond, Virginia, minutes after practice, still in uniform. He gulped down a chocolate post-workout shake before the interview, and that was only the beginning. That day was actually a cheat day -- he'd bought Krispy Kreme doughnuts for the team to celebrate punter Shane Lechler's 39th birthday.
Watt isn't the only elite athlete who has to eat this much. In 2008, swimmer Michael Phelps said he consumed up to 12,000 calories per day while training for the Beijing Olympic Summer Games. Still, reaching his somewhat fluid calorie marks isn't easy for Watt.
"It's literally, if I'm not working out, I eat the whole time I'm not working out," Watt said. "It's exhausting. You have to force-feed. You have to force yourself to eat food."
Since entering the NFL, Watt convinced himself that food was just fuel, that taste didn't matter and that this would perfect his diet. In his mind, a lean, low-carb diet was what his body needed to be as strong and lean as he wanted to be. He attacked it with the discipline that's helped him turn into a two-time defensive player of the year and league MVP candidate.
"Everything in you wants to eat the stuff that tastes good," Watt said. "And trust me, I love good food just as much as anybody. It's just like everything else. In the early days, there's days when you don't want to go to the gym. There's days when you don't want to wake up early. There's plenty of days when I don't want to eat chicken breast and broccoli and rice, but I know what I have to do, and I know the sacrifice I have to make."
Only he began to sacrifice too much. The diet led to a dip in energy levels that caused Arnett to sit down with Watt to review the importance of fat and carbohydrates.
"It's OK, you're not going to fall off the face here, your body [composition's] not going to jump 5 percent the next day," Arnett said. "Just making subtle changes. It made a huge, huge difference."
Within days, Watt's energy returned. The fat was helping him absorb the nutrients from his other meals and turn those into much-needed fuel for grueling, self-imposed two-a-days.
There was a time when Watt thought he'd never get to eat anything tasty until he retired from football.
"It was bad," Watt said. "I'm glad it's over."
EVIDENCE #
Using the fooducate website ( www.fooducate.com), find processed foods that comply with the 3 step process to eating healthy we learned about from the "label reading 101" video (above) that we watched in class.
You are going to be making yourself 5 small meals to eat throughout the day. You must have a minimal of 2 processed foods per meal/snack. You will use the fooducate website to find the food that meet the following criteria:
1. There must be no sugar in the first 3 ingredients
2. There must be no trans fat.
3. For every 100 calories there must be 3 grams of fiber. There is a little wiggle room on this one because these foods can be difficult to find.
Example:
Meal # 1: breakfast, oatmeal with fresh fruit, breakfast bar.
1. steel cut oats, dry. Processed
http://www.fooducate.com/app#!page=product&id=543BADD9-AAFE-1F40-446A-B621B8E8EE7A
ingredients (first 3): oats, nothing else
grams of fiber per serving: 8
calories per serving: 160
2.Vital and delicious breakfast and snack. Processed
http://www.fooducate.com/app#!page=product&id=5485B7CD-9E1B-881F-4DBA-96C1E621F185
ingredients (first 3): Water, egg white, whole wheat flour,apples
grams of fiber per serving: 8
calories per serving: 110
3. blueberries
4. 2% milk
Meal #2: spaghetti, meatballs and garlic bread
1. whole wheat spaghetti. Processed
http://www.fooducate.com/app#!page=product&id=0DD54D88-1FA2-11E3-A74D-1E047F0525AB
ingredients (first 3): 100% Durum Whole Wheat Flour
grams of fiber per serving: 6
calories per serving: 174
2. Moms spaghetti sauce Processed
http://www.fooducate.com/app#!page=product&id=39970256-E114-11DF-A102-FEFD45A4D471
ingredients (first 3): Tomatoes (Vine Ripened Fresh Unpeeled Tomatoes, Extra Heavy Tomato Puree, Salt
grams of fiber per serving: 2
calories per serving:70
3. garlic bread
4. water
Meal #3
1. processed food
2 processed food
5. apple
Using the fooducate website ( www.fooducate.com), find processed foods that comply with the 3 step process to eating healthy we learned about from the "label reading 101" video (above) that we watched in class.
You are going to be making yourself 5 small meals to eat throughout the day. You must have a minimal of 2 processed foods per meal/snack. You will use the fooducate website to find the food that meet the following criteria:
1. There must be no sugar in the first 3 ingredients
2. There must be no trans fat.
3. For every 100 calories there must be 3 grams of fiber. There is a little wiggle room on this one because these foods can be difficult to find.
Example:
Meal # 1: breakfast, oatmeal with fresh fruit, breakfast bar.
1. steel cut oats, dry. Processed
http://www.fooducate.com/app#!page=product&id=543BADD9-AAFE-1F40-446A-B621B8E8EE7A
ingredients (first 3): oats, nothing else
grams of fiber per serving: 8
calories per serving: 160
2.Vital and delicious breakfast and snack. Processed
http://www.fooducate.com/app#!page=product&id=5485B7CD-9E1B-881F-4DBA-96C1E621F185
ingredients (first 3): Water, egg white, whole wheat flour,apples
grams of fiber per serving: 8
calories per serving: 110
3. blueberries
4. 2% milk
Meal #2: spaghetti, meatballs and garlic bread
1. whole wheat spaghetti. Processed
http://www.fooducate.com/app#!page=product&id=0DD54D88-1FA2-11E3-A74D-1E047F0525AB
ingredients (first 3): 100% Durum Whole Wheat Flour
grams of fiber per serving: 6
calories per serving: 174
2. Moms spaghetti sauce Processed
http://www.fooducate.com/app#!page=product&id=39970256-E114-11DF-A102-FEFD45A4D471
ingredients (first 3): Tomatoes (Vine Ripened Fresh Unpeeled Tomatoes, Extra Heavy Tomato Puree, Salt
grams of fiber per serving: 2
calories per serving:70
3. garlic bread
4. water
Meal #3
1. processed food
2 processed food
5. apple
Unit 4 test: EVIDENCE #
Unit 7: Medicines, Tobacco, Alcohol, and Illegal Drugs
unit_7.ppt | |
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When drinking, each person will be affected differently.
Many factors may influence how quickly alcohol affects a person.
Rate of consumption
Increasing the number of drinks consumed in a given time period will greatly influence
the rate of intoxication.
Amount consumed
“Doubles” and drinks made with more than one type of liquor typically contain more
alcohol than standard drinks.
Age
Young and healthy people break down alcohol faster than the elderly and people in
poor health. Younger patrons have more blood in their system, and their livers process
alcohol more efficiently.
Gender
Women generally have more body fat than men and less body water with which to
dilute alcohol. Women also have lower levels of the metabolizing enzyme required to
break down alcohol.
Body weight and type
An overweight person generally becomes intoxicated faster than a muscular person
who weighs the same and drinks the same amount of alcohol. Fatty tissue contains
less water than muscle, so overweight bodies are less capable of diluting alcohol.
Food consumption
Food slows the absorption of alcohol into the bloodstream. On an empty stomach,
alcohol reaches the brain in a few minutes and begins to affect behaviour and
coordination. After a full meal, alcohol can take up to six hours to reach the brain.
Food does not absorb the alcohol. It merely slows the speed at which alcohol is
absorbed. Fatty foods are especially effective in slowing down the alcohol-absorption
process. As fatty foods are more difficult to digest, they remain in the stomach longer
than other types of food. The effect of the alcohol still occurs, but at a slower rate.
Medication and other drugs
Many common drugs (prescription medications, over-the-counter medications, illegal
drugs and energy drinks) impair the user and increase the effects of alcohol. Using
alcohol with other drugs can be very dangerous to a person’s health and safety.
Environment and mood
Many factors including the lighting, décor, music, and seating pattern may affect a
guest’s behaviour and consumption of alcohol. The surroundings, including interaction
with other guests, may trigger emotional responses. Alcohol usually exaggerates
moods. A person who is depressed or upset will likely become more depressed and
upset when drinking.
Fatigue and stress
Physical, mental or emotional fatigue and stress make a person more susceptible to
the effects of alcohol.
Tolerance to alcohol
Experienced drinkers develop tolerance to alcohol. After prolonged regular drinking,
the liver develops an ability to break down alcohol more rapidly, and brain cells may
become less sensitive to alcohol. For a person who has developed a high tolerance to
alcohol, it takes higher quantities of alcohol to show signs of visible intoxication. This
has implications for responsible service because the person may not demonstrate
typical signs of intoxication early on. This often results in an underestimation of
intoxication because of alcohol’s invisible impact.
Many factors may influence how quickly alcohol affects a person.
Rate of consumption
Increasing the number of drinks consumed in a given time period will greatly influence
the rate of intoxication.
Amount consumed
“Doubles” and drinks made with more than one type of liquor typically contain more
alcohol than standard drinks.
Age
Young and healthy people break down alcohol faster than the elderly and people in
poor health. Younger patrons have more blood in their system, and their livers process
alcohol more efficiently.
Gender
Women generally have more body fat than men and less body water with which to
dilute alcohol. Women also have lower levels of the metabolizing enzyme required to
break down alcohol.
Body weight and type
An overweight person generally becomes intoxicated faster than a muscular person
who weighs the same and drinks the same amount of alcohol. Fatty tissue contains
less water than muscle, so overweight bodies are less capable of diluting alcohol.
Food consumption
Food slows the absorption of alcohol into the bloodstream. On an empty stomach,
alcohol reaches the brain in a few minutes and begins to affect behaviour and
coordination. After a full meal, alcohol can take up to six hours to reach the brain.
Food does not absorb the alcohol. It merely slows the speed at which alcohol is
absorbed. Fatty foods are especially effective in slowing down the alcohol-absorption
process. As fatty foods are more difficult to digest, they remain in the stomach longer
than other types of food. The effect of the alcohol still occurs, but at a slower rate.
Medication and other drugs
Many common drugs (prescription medications, over-the-counter medications, illegal
drugs and energy drinks) impair the user and increase the effects of alcohol. Using
alcohol with other drugs can be very dangerous to a person’s health and safety.
Environment and mood
Many factors including the lighting, décor, music, and seating pattern may affect a
guest’s behaviour and consumption of alcohol. The surroundings, including interaction
with other guests, may trigger emotional responses. Alcohol usually exaggerates
moods. A person who is depressed or upset will likely become more depressed and
upset when drinking.
Fatigue and stress
Physical, mental or emotional fatigue and stress make a person more susceptible to
the effects of alcohol.
Tolerance to alcohol
Experienced drinkers develop tolerance to alcohol. After prolonged regular drinking,
the liver develops an ability to break down alcohol more rapidly, and brain cells may
become less sensitive to alcohol. For a person who has developed a high tolerance to
alcohol, it takes higher quantities of alcohol to show signs of visible intoxication. This
has implications for responsible service because the person may not demonstrate
typical signs of intoxication early on. This often results in an underestimation of
intoxication because of alcohol’s invisible impact.
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EVIDENCE #
Write a two page letter to a middle school class in Indonesia. In the letter you should advocate for being a non smoker. Communicate to the students in Indonesia through this letter the "big picture". Because of the environment they are in, and the lack of education, they may not be able to see the unhealthy road that they are traveling. You can be one of the few voices that brings some truth into their situation and shed some light on some of the things they can't see.
Things to address in your letter:
Explain what big tobacco is doing in their country.
What are the dangers of smoking tobacco?
Is nicotine addictive? What is the government of Indonesia's stand on the addictive properties of nicotine?
Explain how big tobacco is using adverting to target teens and why teenagers particularly at risk to these advertising strategies?
Is what big tobacco doing in Indonesia ethical? Explain.
Is it against the law? Should it be? Why or why not?
Are the people (adults and children) of Indonesia aware of the dangers of smoking? Is there an educational system in place to teach people of the dangers?
How will a better education system help people who are thinking about smoking?
How does the current state of Indonesia compare to what the US went through in fighting and limiting tobacco with laws and regulations.
How can these students advocate to their peers to be nonsmokers?
Where can they go to find valid information about the dangers of tobacco and smoking?
Things to address in your letter:
Explain what big tobacco is doing in their country.
What are the dangers of smoking tobacco?
Is nicotine addictive? What is the government of Indonesia's stand on the addictive properties of nicotine?
Explain how big tobacco is using adverting to target teens and why teenagers particularly at risk to these advertising strategies?
Is what big tobacco doing in Indonesia ethical? Explain.
Is it against the law? Should it be? Why or why not?
Are the people (adults and children) of Indonesia aware of the dangers of smoking? Is there an educational system in place to teach people of the dangers?
How will a better education system help people who are thinking about smoking?
How does the current state of Indonesia compare to what the US went through in fighting and limiting tobacco with laws and regulations.
How can these students advocate to their peers to be nonsmokers?
Where can they go to find valid information about the dangers of tobacco and smoking?
EVIDENCE #
Pick a drug from the list below. Create a 1 minute and 30 second long anti-drug campaign to be played by Reagan Radio or the morning announcements at school. Be creative, thoughtful and grab the listeners attention. Use your skills to find valid and current information and be an advocate and an effective communicator. Practice your announcement because you will be presenting these in class. This is a radio announcement, spoken word. It is not a power point. The final product that you turn in should be a written announcement that takes about a
The message should include the following:
Use the internet to find reliable sources of information, facts, and statistics about the drug to use in your ad.
Resource to conciser:
https://easyread.drugabuse.gov/
Drug to advocate against.
Pick a drug from the list below. Create a 1 minute and 30 second long anti-drug campaign to be played by Reagan Radio or the morning announcements at school. Be creative, thoughtful and grab the listeners attention. Use your skills to find valid and current information and be an advocate and an effective communicator. Practice your announcement because you will be presenting these in class. This is a radio announcement, spoken word. It is not a power point. The final product that you turn in should be a written announcement that takes about a
The message should include the following:
- An ORIGINAL slogan for you campaign. Be creative. This slogan should advocate against the use of the drug you chose from the list below.
- Facts and statistics (at least 2) to serve as a Waring about your drug These should persuade students not to use the drug.
- Physical/ Mental/ Emotional consequences of this drug use (at least 3)
- Street Names or alternative name for the drug (at least 2)
- An example of how students should use refusal skills to avoid using this drug. Have someone "say no to drugs"
- A positive way to stand up to peer pressure.
Use the internet to find reliable sources of information, facts, and statistics about the drug to use in your ad.
Resource to conciser:
https://easyread.drugabuse.gov/
Drug to advocate against.
- Marijuana
- Steroids
- Prescription Drug misuse
- Inhalants
- Hallucinogens
- Methamphetamines
- Heroin
- Ecstasy
- Cocaine
Unit 7 test: EVIDENCE #
Human Growth and Development
3_components_of_relationships_pic.pdf | |
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3_components_of_relationships_explained.pdf | |
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myths and facts of relationship abuse
The steps for proper use of a condom
*Purchase and check date
*Sexual Arousal
*Erection
*Carefully remove from package
*Squeeze out air from tip
*Roll condom on
*Intercourse
*Ejaculation
*Hold rim and withdraw
*Remove and discard
*Loss of erection
*Relaxation
*Purchase and check date
*Sexual Arousal
*Erection
*Carefully remove from package
*Squeeze out air from tip
*Roll condom on
*Intercourse
*Ejaculation
*Hold rim and withdraw
*Remove and discard
*Loss of erection
*Relaxation
final_study_male_and_female_reproductive_system.pdf | |
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MPS District assessments |
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