Getting Started

READ through the COURSE MATERIAL and complete each assignment and quiz. Make sure you include the questions with your answers for each assignment.

Complete the Fitness Testings before you begin any of the other assignments. There are some other assignments in the classes that have to be done in sequential order. It will be easier for you to do well on each unit if you complete each one in sequential order.

Make sure you check the pacing guide of each assignment to be able to complete the class in the required time frame. Please be sure to proofread, spell check, edit, and save all work that is submitted to the teacher for grading. YOU MUST SAVE YOUR OWN COPIES OF ALL ASSIGNMENTS!

Assignments are scored according to these criteria:

2. Did you give thorough, thoughtful answers in complete sentences?

3. Did you follow the directions for completing and turning in assignments?

4. Did you complete the hours required for each assignment?

5. Did you put your name and date in the correct place?

You can retake class test as many times as you like, but you need to get a score of at least 60% to pass.

This class requires the creation of 3 Skill Videos.

• Web Cam
• Video Camera
• iPod with built-in camera, iPad, Tablet

and/or presentation creation software such

• Powerpoint

INSTRUCTIONS ON HOW TO SUBMIT YOUR VIDEO: You will need a computer with a connection to the Internet and your digital video content (under two minutes, please).

You can choose between

"Photobucket" - image hosting and video hosting website

WHICHEVER resource you decide to use to submit your video..... you need to Submit the LINK to your video with your Questions in the assignment Submission, so the questions and the Video are together to be graded.

****DO NOT send the video to my EMAIL!!! *****

If you are unable to make a video, you can use a powerpoint to create a presentation USING pictures of YOURSELF demonstrating the basics skills (Critical Cues) for the exercise you have chosen. (There needs to be as many pictures as there are CRTICAL CUES for each exercise.)

 teacher-scored 5 points possible 10 minutes

About Me Assignment To complete and submit this assignment copy the material between the asterisks into a blank word-processing document. Answer the questions using complete sentences, appropriate punctuation and sentence structure. All answers must be bold or UPPER CASE. Save the document. Finally, select all, copy, then paste the entire document into the box that opens when you click to submit this assignment.

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2. The school where your credit will be sent.
3. Also include why you are taking health through EHS, and your interests.
4. Please pledge to adhere to the EHS Honor Code: "As a student of the Electronic High School, I agree to turn in my assignments in a timely manner, do my own work, not share my work with others, and treat all students, teachers and staff with respect."
5. Consult the Pacing Guide for this course and commit to finish this quarter within ten weeks from your start date.

https://share.ehs.uen.org/view-syllabus/278,161 [for Quarter 1]
https://share.ehs.uen.org/view-syllabus/278,162 [for Quarter 2]

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Pacing: complete this by the end of Week 1 of your enrollment date for this class.

00.00 About Me (Fitness for Life)

 teacher-scored 5 points possible 15 minutes

This assignment is to be completed in WEEK 1 of this class. Please copy and paste the questions located between the ******** and then supply the answers.

By submitting this assignment you agree to abide by the EHS Honor Code, which is:

"As a student of the Electronic High School, I agree to turn in my assignments in a timely manner, do my own work, not share my work with others, and treat all students, teachers and staff with respect."

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Fitness for Life - About Me

1. Name - first and last:

2. What school do you attend, and what grade are you in?

3. What is your Fitness level?

4. What are some interesting things about you (hobbies, fun story, interests, etc.)?

5. What is the date you ENROLLED in this quarter of Fitness for Life?

6. Now add 7 weeks to the date of Number 5, What is your maximum completion date? (You can finish before this date, but not after!)

Please consult the Pacing Guide for this course and commit to finish this quarter within seven weeks from your start date.

7. ACKNOWLEDGE that you understand and agree to abide by the EHS honor code: "As a student of the Electronic High School, I agree to turn in my assignments in a timely manner, do my own work, not share my work with others, and treat all students, teachers and staff with respect." YES or NO

8. Student contact information. USERNAME, EMAIL and PHONE NUMBER (This can be our email and phone #, or a parent/guardians email and phone #, or you can provide both. But I must have an email and phone number for contact information!)

EMAIL:

PHONE:

9. MAKE SURE you INCLUDE(Quarter 2) SUBMIT in correct submission (Quarter 1) the PARENT CONTACT FORM - you won't be able to move on till BOTH the PARENT CONTACT FORM and the ABOUT ME assignment have been submitted and graded.  Is your Parent Contact Form attached or submitted?

10. Please submit logs that are dated WHILE YOU ARE ENROLLED IN THE CLASS - Logs backdated more than two weeks from their completion date will not be accepted for credit.

Will logs backdated more than 2 weeks be accepted?

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1. My name is Jim Nasium

2. I attend Fit for Life High School, home of the Buff-N-Tuffs. I am in 10th grade.

3. On a scale from 1-10, if you consider watching sports while downing Dr. Pepper and Hershey's Nuggets a fitness activity, I am a solid 11. In reality I'd say my fitness level is probably a 7 or 8. I run 3 times a week and play dodgeball like a professional anytime my P.E. class engages in the activity. I probably need to add more weight training to my routine to increase my level.

4. I consider headbands a "must" fitness accessory. They go with my long socks, tank top, and short shorts. A girl I liked once beat me in the 50 yard dash.

5. I enrolled in this class on the Ides of March, which if you are familiar with Shakespeare's Julius Caesar, you would know is March 15th.

6. I need to be finished by May 1st, which is 7 weeks from my start date.

7. Yes

Phone: 435-Get-Fitt

9. Yes, I will submit my signed Parent Contact Form in the proper submission window.

10. No, I understand that backdated logs will not be accepted, no way, no how, not at anytime.

Pacing: complete this by the end of Week 1 of your enrollment date for this class.

00.00 Start Here (English 11)

 Examples of plagiarism (Princeton University)http://www.princeton.edu/pr/pub/integrity/pages/plagiarism/Interactive plagiarism tutorialhttp://tutorials.sjlibrary.org/tutorial/plagiarism/tutorial/...Rutger's University presentation on plagiarismhttp://library.camden.rutgers.edu/EducationalModule/Plagiari...Avoiding plagiarismhttp://www.concordia.ca/programs-and-courses/academic-integr...This link will take you to a page where you can download a PDF of the Utah state English core curriculum standards.http://www.schools.utah.gov/curr/langartsec/

00.00 Start Here (English 9)

 This link will take you to a page where you can download a PDF of the Utah state English core curriculum standards.http://www.schools.utah.gov/CURR/main/Core-Curriculum/By-Sub...Examples of plagiarism (Princeton University)http://www.princeton.edu/pr/pub/integrity/pages/plagiarism/Interactive plagiarism tutorialhttp://www.lib.sfu.ca/researchhelp/tutorials/interactive/pla...Rutger's University presentation on plagiarismhttp://www.libraries.rutgers.edu/rul/libs/robeson_lib/flash_...eMedia video on plagiarism (go to Pioneer Library, then eMedia, and search for "Plagiarism - What do you value?")http://eq.uen.org/emedia/items/c8a0728d-20d4-5989-3439-75fbd...

 Required: Avoiding plagiarismhttp://www.concordia.ca/programs-and-courses/academic-integr...Recommended: Interactive plagiarism tutorialhttp://tutorials.sjlibrary.org/tutorial/plagiarism/tutorial/...Supplemental: Examples of plagiarism (Princeton University)http://www.princeton.edu/pr/pub/integrity/pages/plagiarism/Supplemental: Rutger's University presentation on plagiarismhttp://library.camden.rutgers.edu/EducationalModule/Plagiari...This link will take you to a page where you can download a PDF of the Utah state English core curriculum standards.http://www.schools.utah.gov/curr/langartsec/

00.00 Start Here (LA 9)

 Supplemental: Rutger's University presentation on plagiarismhttp://library.camden.rutgers.edu/EducationalModule/Plagiari...

 teacher-scored 5 points possible 10 minutes

Getting to know you! Copy and paste the following questions between the rows of asterisks below into a word document and answer them accordingly. *******************************************************************

In a numbered LIST, provide the following information:

1. What is your first and last name, parent(s) name(s), and contact information for both you and your parent(s)?

2. Where do you go to school?

4. What year will you graduate and have you read the EHS Honor Code and understand that this class needs to be finished within the 10 week limit?

In a few sentences, tell me about yourself being sure to answer the following questions in the process:

a. Tell me something about yourself.

b. Why are you taking this class and what do you expect to get out of it?

c. What is one word that best describes you?

By the way, here is the EHS honor code: "As a student of the Electronic High School, I agree to turn in my assignments in a timely manner, do my own work, not share my work with others, and treat all students, teachers, and staff with respect."

*******************************************************************

I am excited to get to know you! Grading Criteria:

1. Writing mechanics

2. All requested information is included in your numbered list.

3. You have written the pertinent information (a.b.c.) in your final sentences.

SAVE ALL OF YOUR WORK FROM THIS QUARTER

Pacing: complete this by the end of Week 1 of your enrollment date for this class.

 teacher-scored 10 points possible 15 minutes

Intro To Fitness Assignment In your "About Me" assignment, write a small paragraph telling me a little about yourself.

00.01 Introductory Astronomy Survey (Astronomy 1)

 computer-scored 50 points possible 10 minutes

Welcome! This is the first assignment for this course. It is computer graded. You only need to take it once. Please try to do your best. This will generate the best data that we will use later in the course to determine you well you and I are doing in this class. It is not proctored. You may jot down "burning" question that you may rediscover while you take the survey. This would be fun to talk about in our class blog. So, have fun, (as much as one can have while taking a 'quiz."

00.01 Meet Tiff and Cameron (Financial Literacy)

 Short video: Meet Tiff and Cameronhttps://pp2.ehs.uen.org/2012-01-25/Financial+Literacy%253A+I...

NOTE: This video can take from 3 to 12 minutes to load. I suggest you go ahead and try it, but feel free to open another screen and work on the next activity while it is loading. The video makes the class more interesting but does not contain critical information. Your computer needs to have QuickTime installed to view this video. To view it, click the link then click the play button.

00.01.1 Start Here: Introductory Astronomy Survey (Astronomy 1)

 computer-scored 21 points possible 10 minutes

The very first assignment I have for you is to go to the Quizzes section in Topic 3 and take two of them. The first is a short assessment named: Introductory Astronomy Survey. It has 21 questions. I also need you to take the quiz named: Astronomy Pre-Course Assessment. This one has 100 questions. They are NOT proctored. You just go to the quizzes at Topic 3 and take them before you begin any other assignments. As a scientist, I like to compare data. I trust data and it is one of my goals to help you learn this very important life skill, collecting and analyzing data. So, I do not care how many questions you get wrong. Your grade will be either an A or a NO Grade (only if you do not take the surveys before you do any other learning activity in this course.. I really need you to complete these before you begin any other assignment. These are easy A's as long as you take them before you begin any other course work. I will be comparing your scores with the scores on your final. I want to know how effective I am as your instructor and i want you to know how much important information and relevant problem solving skills you will have acquired by the end of the term. I also have one other suggestion, and that is to do the course in order as the concepts are built on understanding the concepts learned early in the course.

These are the instructions for 00.01.1 the quiz: Introductory Astronomy Survey.
21 questions
It should take you about 10-15minutes

3...2...1...Take Off!: Take off of an Ares rocket used by both NASA and the European Space Agengy. This image is from NASA's APOTD

00.02 About Me - English 10

 teacher-scored 5 points possible 15 minutes

Getting to know you! Copy and paste the following questions between the rows of asterisks below into a word document and answer them accordingly. *******************************************************************

In a numbered LIST, provide the following information:

1. What is your first and last name, parent(s) name(s), and contact information for both you and your parent(s)?

2. Where do you go to school?

4. What year will you graduate and have you read the EHS Honor Code and understand that this class needs to be finished within the 10 week limit?

In a few sentences, tell me about yourself being sure to answer the following questions in the process:

a. Tell me something about yourself.

b. Why are you taking this class and what do you expect to get out of it?

c. What is one word that best describes you?

By the way, here is the EHS honor code: "As a student of the Electronic High School, I agree to turn in my assignments in a timely manner, do my own work, not share my work with others, and treat all students, teachers, and staff with respect."

*******************************************************************

I am excited to get to know you! Grading Criteria:

1. Writing mechanics

2. All requested information is included in your numbered list.

3. You have written the pertinent information (a.b.c.) in your final sentences.

SAVE ALL OF YOUR WORK FROM THIS QUARTER

Pacing: complete this by the end of Week 1 of your enrollment date for this class.

00.02 About Me and Course Guidelines (AR1)

 teacher-scored 15 points possible 20 minutes

Assignment One: Assignment One is the "About Me & Parent Form" assignment. YOU WILL PASTE your paragraph and questions A - C below into the Submission Box under "About Me & Parent Form" and also you will upload the form in this same assignment box. You also paste Assignment Two in this first box. On this main page you will see a capital BLUE A with A + in the far left margin and that is the indicator throughout the course that it is an ASSIGNMENT when you see the A+. You may have to send the paragraph and answers and then send the form separately, but still within that About Me Submission Box.

Write a paragraph (at least five sentences) about yourself. Also in About Me, do the following:

B. give your school counselor's name and email and phone
C. state if there is anyone else who oversees or helps you with your work - if there is, include their name, email and phone number.

There is NOT a Submission Box for every single assignment or unit, in fact, there may be several units in one Submission Box. Just keep putting your answers in your word processing document as you go along. Keep clicking on the arrow on the bottom right that says "Next." Then you will come to a Submission Box and it will say to paste certain assignments within that box. BUT, do no skip even one or else the whole thing will be rejected. Do put All that is requested in this box and only paste all of the work one time.

Parent Permission Form - Required by the State of Utah (If you submit this for first quarter, you don't have to submit it again in second quarter.)
To get your top 50 points you must include the Parent Permission Form with Assignment One. You submit that in this area right after you do the About Me paragraph and A-C and Assignment Two. (Don't upload these. The only thing you upload is the signed Parent Form. :)

Print out the Parent Permission Form--it is shown as an attached document in orange print at the bottom of the very first "Overview" page. Have your parent/guardian sign it. It is best to take a photo of it or scan the document and upload it asap. Be sure you scan the parent signature. You cannot get credit for this course if you have not sent this form. If you are over 18, don't send the form, just write, "I'm 18" in the assignment box. :)

Upload the Parent Permission Form. If you look down, a little lower to the right you should see blue letters that say Upload or Re-upload data. Click on that and you should be able to upload the form. (25 points)

Assignment Two:

A. Review the Adult Roles and Responsibilities Standards document, and then, in the assignment answer box write a paragraph about what topics in the course that you think you will enjoy the most. :)

Assignment Three:

Pre-Course Guidelines You will paste the Pre-Course Guidelines in the Submission Box with the same title. Rewrite them as is asked and don't send the questions, as 21 says.

If you are in Quarter Two, please review these Course Guidelines again, so they are fresh for you. If you recall, it is important to me that you follow the directions exactly. This is a good habit for you to develop - it will prepare you for college and a future job. :) However, if you have already done them in quarter one, you can just write a sentence saying, "I did these in quarter one."

Rewrite the answers to the questions below. Rewrite them using your own words.

I am giving you the answers to this section. I want you to rewrite the answers in your own words, do not copy and paste them. This information is all vital to your success. I grade heavily on following directions so always follow the course guidelines exactly. Memorize these.

1. Can you start the Teen Living course if you have not read all of the Information and Start Here sections?

Answer: No, I must read those sections first before starting the course.

2. If you have a special deadline, what are you required to do?

Answer: I must let the teacher know at least two weeks prior to the date of the final deadline.

3. Can you send individual exercises, meaning sending Exercise 1 and then Exercise 2 at another time and so on?

Answer: No, I am not to put anything in the assignment boxes until the unit is 100% completed in the word processing program. I should not send messages in the assignment box, they are to go in the “Messages” area or to be sent in an email message. No assignments are to ever be sent in email, only messages.

4. Can you send the exercises in any order you choose?

Answer: No, I must send all answers in consequential order and if there is something missing, I should state that. I must always check the Lesson material at the top of the unit. All data that will be on the final is in this Lesson Content area, so you must read it all. Before saying something is missing check above and below in the curriculum. Then, if you can't find it or if you can't get a document to open, STOP and notify the teacher by email or in the Message area. Do not leave anything blank.

5. Can you skip an exercise?

Answer: No, I cannot skip any exercises and I cannot say “I don’t know.”

6. How long do you normally need to wait for the teacher to correct your work?

Answer: The teacher is encouraged to have all work corrected within three days.

7. Can you give the teacher "phony" deadlines? How might the teacher feel if s/he finds out you made up a deadline?

Answer: I would lose trust with my teacher because it’s really a lie.

8. If you sign up to take the course in the late spring, when should you start sending work? Why?

Answer: I must send work immediately because I cannot expect the teacher to grade one whole quarter in a couple of days.

9. Can you work from an old printed copy of the curriculum? Why?

Answer: No, because the teacher might think that I am cheating. I must only use current curriculum.

10. If you have a problem with the teacher, why is it best to talk to the teacher first before complaining elsewhere?

Answer: I must learn that this is the proper procedure in the work world and elsewhere. It complicates things and typically makes the teacher OR immediate supervisor (if you do this on your job) feel badly because you did not follow the proper communication procedures. I've seen many people be fired for not communicating with the proper person. In this case, your teacher is the proper person to complain to or to tell of your problem. If it is a system issue, then I will forward your problem on to the EHS administration.

11. Can you be automatically dropped from Teen Living? If so, why would that happen?

Answer: Yes, I can be automatically dropped if I don’t send work regularly. I must send work within a two-week period of time.

12. If you intend to finish this course in less than one month, what is required?

Answer: Especially if it is in the spring, just prior to graduation, I must let the teacher know. If many students wait until the very last minute, it may be impossible for my teacher to correct a quarter’s worth of work in a few days for a lot of people.

13. Can I send my work through email?

Answer: No, I can never send assignments through email.

14. What are important formatting guidelines?

Answer: Use normal font, always use black, normal size (12), no bold or underline (except for Exercise #1, etc.). Also, no centering or right alignment because when the teacher answers, I may not see the answer. Also, I must always leave a line space prior to each ASSIGNMENT label that is in caps and bold. If my personal computer won't do bold, then just caps is sufficient for the EXERCISE labels.

15. Why is it important that you work from a Word Processing program?

Answer: Because then I have a copy of all of my work if something happens and I can also finish a unit over several days, but it will be in one place for me to copy and paste into the Assignment box when it is 100% complete.

16. Does the teacher like it if I ask questions?

Answer: Yes, the instructor sincerely wants to help me. If I don’t understand something, I should copy the question and paste it into a message for my instructor and then tell her which parts I don’t understand. I must ALWAYS state my name as it appears in the EHS record, and give the course name and state which quarter it is.

17. Should students wait to start the course until after the permission form is entered?

Answer: No, I should not wait to start the course until after the permission form is entered. I should start immediately. But, I must not forget - the form is required by law.

18. After the final, am I immediately finished?

Answer: No, I must be sure to check with my counselor within two weeks at the end of the course. I must SEE my credit on my transcript before I stop checking. This is very important.

19. Can students request that their grade be changed if they don’t like the final grade, and can students retake the final exam?

Answer: No, once you take the final, your grade cannot be changed if you don’t feel it is high enough. No, there are no retakes on the final.

20. Can students get an A for the course if they do not get an A on the final exam?

Answer: No. Students MUST get an A on the final exam or they cannot get an A for a final course grade. Study very HARD for the final. The finals are quite different in each class and some are a lot harder than others - you must be prepared by studying VERY hard for each one. Each final is worth 50% of your grade, so don't think the final will be easy. Study the entire course for the final, and there are no notes or helps allowed.

21. Do you send the teacher all of the questions and curriculum?

Answer: No, I only send answers, no questions or curriculum. The teacher wants to see answers only, and my work will not be accepted if I forget.

01.00 Activity logs (Fitness for Life)

 Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities. Demonstrate active participation outside of the school day. Students will participate regularly in physical activity. Students will value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Students will choose activities that are personally rewarding. Participate in a variety of individual and group activities appropriate for enhancing physical fitness both during and after school hours. Maintain activity journals illustrating activity participation outside of school hours. Utilize imagination, self-expression, and creativity in designing personal fitness plans.

Introduction:

Mountain biking is an aerobic activity!: By Dave Silver (www.bcbikerace.com) Public domain, via Wikimedia Commons

Fitness for Life is a class in which you are required to exercise aerobically at least three times a week, just as you would in any physical education course. Aerobic means continuous activity that keeps your heart rate at 60-90% of its maximum. Maximum rate can be estimated by taking the number 220 and subtracting your age. For example, if you are 15 years old, your maximum heart rate would be 205. During your activity, you would want your heart rate to be between 123 and 185 beats per minute (205 * .60 = 123, 2.5 * .90 = 185). A minimum heart rate of 130 will be required for full credit (130-180 beats per minute) for cardiovascular workouts.

The purpose of this assignment is to help you design your own fitness program. Consider the things you need to do to increase your current level of physical activity; your assignments will help you along the way. You will be required to exercise aerobically for at least 30 minutes three times a week. The point is to select something that you will be able to engage in on a regular basis. The more you put into this, the more you will get out of it, and the better results you will achieve.

Task: Print out copies of the attached Activity Log Workout Sheet (6 for each term) for a total of 12 logs (if you are taking both quarters). You may need to reformat a bit to fit your page in Microsoft Word or Pages. Copy and paste--Number the sheets 1 through 12, and fill in the dates. Choose an aerobic exercise. Be creative--try new activities, and invite your family or friends to join you. Try to find something you enjoy doing.

Need more clarification concerning what qualifies as aerobic exercise for this class? Click on the link in Lesson 01.01: Workout Log Requirements Defined in 20 Sec.

• Before you start, you will need to take your resting heart rate. Count your pulse for 6 seconds and multiply by 10. This will tell you how many times your heart beats in one minute. Record your resting heart rate in your log.

• Immediately after or during your exercise, take your heart rate again using the same steps explained above. This will be recorded as your exercise heart rate.

• After 3 minutes take your heart rate a third time. Record this in your log as your recovery heart rate.

As you exercise each week, record your activities and heart rates in the boxes given. Be sure to include the duration of the exercise. Don’t forget to take your heart rate before, during and after your workout. You will be required to exercise a minimum of three times a week for no less than 30 minutes per session.

You will notice there is a space for “other” activities. You may use this space to record anything other exercise you do that is not necessarily aerobic. Once you have completed your activity log, be sure to have your parent sign and include an e-mail address of your parent or guardian in case we have questions. Submit your activity logs every week to your instructor via the online submission process.

Answers to Frequently Asked Questions: When should I start? How much are the logs worth? Where do I find the log sheets? Etc.

The weekly Activity Logs are an on-going assignment. They enable you to design your own fitness program. You should begin now, and continue to keep logs of your physical activity throughout the class. These logs will be worth 25% of your grade.

Download either version of the Activity Log sheet.  You will find them in Unit 1 Lesson 01 (attached, above) or in the Overview 01 section. You will need to print a set of six log sheets per quarter, and number them 1 through 6 (for first quarter) or 7-12 (for second quarter).

You may record exercises done in the assignments on your activity logs.

All six Activity Logs must be completed (six each quarter) in order to earn credit. A parent or guardian signature is required on every log, so you will need to scan or photograph them to create an electronic image. Don't wait till the end of the class to send all your logs--send each as it is finished.

*IMPORTANT: Logs backdated more than two weeks from their completion date will not be accepted for credit, so please turn them in as you go rather than hold onto them for several weeks before submission.

Is there a specific type of aerobic exercise you must do? There is no specific type of exercise that must be performed to earn credit for your workout logs. Any exercise or activity that meets the requirement of elevating your heart rate to the aerobic training zone of 130-180 beats per minute for a total of at least 30 minutes will suffice. To give you a good idea of the types of exercise that are considered aerobic, here is a list of common aerobic exercises: jogging, swimming, brisk walking, riding a bike or stationary bike, running on an elliptical trainer, hiking, cross-country skiing, using a rowing machine, circuit training, Cross-Fit, using various exercise videos such as P90X or Insanity, etc.

Activity Logs are submitted in their respective submission windows with corresponding numbers. The Week 1 Activity Log 01.01.02, for instance, is submitted in window 01.01.02, and so on...

Due to the pacing of the class, your Week 1 Log will not be able to be submitted until your first assignment, The Cardiovascular Health Risk Profile 01.01.01, is submitted and graded. That is why it is not scheduled to be submitted until the second week of the course. See the pacing guide for further information concerning the proper order of submitting assignments and log.

Students who have not submitted their 1st Activity Log by week 3 may automatically be dropped from the course. You have seven weeks to be done with the first quarter. The logs HAVE TO BE DONE while enrolled in the class!

Submit your assignments and logs via Module 3. DO NOT email them, as they will not be submitted into the grade book unless Module 3 is used.

Turning in your Log: To turn in your log, click on the log name and then use a button labeled [Submit Assignment] or [UPLOAD A FILE] or [EDIT MY SUBMISSION].

You turn in all logs and assignments via Module 3.

Evaluation: Each log in first quarter will be worth 65 points. You will receive 45 points for completing the chart portion of the log and 20 points for answering the questions at the bottom. Remember to number and record dates correctly. If you have any questions e-mail your instructor. Logs are worth one fourth of your grade, so remember to exercise aerobically at least 30 minutes three times a week, getting your heart rate up to at least 130 beats per minute.

 teacher-scored 30 points possible 90 minutes

Master's athletic championship for men and women over 80 in India: by Vishma thapa, CC Attribution-Share Alike 3.0 Unported via Wikimedia Commons

Take a look at the life expectancies from all around the world by clicking on the link in blue at the bottom, titled "Life Expectancies Of The World." You will create a Google Earth tour of six countries listed in the web site "Life Expectancies of the World". Refer to the Google Earth links and video tutorials provided below for additional help.

Let's create a custom Google Earth (GE) tour locating the six countries below using data from the web site "Life Expectancies Of The World".

1- Japan--highest life expectancy
2- United States
3- Kazakhstan
4- Burkina Faso
5- Afghanistan
6- Mozambique--lowest life expectancy

Use the Google Earth (GE) Tour above called Example_6_Countries_Life_Expectancies-PatLambrose.kmz as an example tour.
Print out the pdf file called Life_Expectancies_PE_Ind-Q1.pdf and carefully follow the detailed instructions. It may take some experimenting to get it just right! Refer to Google Earth links for additional help.
Once all six countries' placemarks are created, save your GE Tour as follows: 6_Countries_Life_Expectancies-YourFirstNameYourLastname.
Be sure to save your .kmz file on your hard drive where you will remember. Finally, once your Google Earth tour is completed, submit your saved .kmz file to your teacher as an assignment.

01.00 Standard 1 (Participation Skills and Techniques)

 Stand Up and Get Activehttps://intermountainhealthcare.org/live-well

On the Intermountain Live site, you see 4 different links: "Eat Well," "Move Well," "Feel Well," and "Be Well." Click on any of these links and explore the website. Once in these different links if you scroll down you will see a link "Videos" these are some funny mini videos. Take some time to watch a few or all of these videos. You'll see funny and true ideas about physical activity.

01.00 Standard 1 (PESkills)

 Stand Up and Get Activehttp://intermountainlive.org/

On the top right corner of the Intermountain Live site, you see an index for some mini videos. Take some time to watch a few or all of these videos. You'll see funny and true ideas about physical activity.

The names of the videos are: "CHAINED TO THE TELEVISION," "EAT YOUR VEGETABLES," "CHIPS," "MOM DRIVING," "HEADS ON DESKS," "IN LOVE," "TREADMILL," "REFLEXES."

Enjoy!

01.00 Unit 1 - Earning (Financial Literacy)

 Tiff and Cameron video, part 1 (Earn) https://pp2.ehs.uen.org/2012-02-09/Financial+Literacy+Unit+1...

NOTE: This video can take from 3 to 12 minutes to load. I suggest you go ahead and try it, but feel free to open another screen and work on the next activity while it is loading. The video makes the class more interesting but does not contain critical information. Your computer needs to have QuickTime installed to view this video. To view it,click the link and click the play button.

01.00.02 Meet the Players Google Earth Tour

 teacher-scored 30 points possible 90 minutes

Create a Google Earth (GE) tour locating the countries where the four students- “The Players” are from. These students will attend a school in Paris, France. Before starting this virtual language course, you will become geographically familiar with each player’s country as you build this tour in Google Earth.

What do I include in my tour?

A) Students’ names and countries:
1-Lucas George- United States
3-Gille La Croix- Island of Haiti
4 & 5-Marie-Catherine Phan- Northern Switzerland and Vietnam
6-Paris, France
(The last country in your Google Earth Tour is France, specifically Paris.)

B) -One sentence about each student
-One sentence about the school for the France Placemark.

Open Google Earth, then Select File, Open, and browse to the folder on your hard drive for the Example_Players_6_Places-PatLambrose.kmz. Refer to this example tour as a guideline as you build your Meet the Players Google Earth Tour.

Once all 6 countries are located and placemarks created, save your GE Tour as follows: Players_6_Places-YourFirstNameYourLastname.kmz Be sure to save your kmz file on your hard drive where you will remember.

See detailed instructions for this assignment in the PDF file listed above. The file name is Meet_the_Players_GE_French_Q1.pdf. Once your GE Tour is completed, submit the Google Earth Tour KMZ file to your teacher as an assignment.

01.00.02 Meet the players links (FrenchI)

You will need to recognize these characters, Meet the Players, for your tests.

01.00.03 Class policies quiz (English9)

 computer-scored 12 points possible 15 minutes

Read the information on the Start Here page and the Required Resources page first.
Then, go to your main class page and into Topic 3 to take this quiz. You may take this quiz multiple times, but you must score at least 90%. I want to make sure you understand how the class works!

If you haven't already, also click the link for the About Me assignment, and introduce yourself to me!

Pacing: complete this by the end of Week 1 of your enrollment date for this class.

01.01 Agility, Balance, Coordination (PESkills)

 Use the following website to look up and get familiar with these terms, one at a time: agility balance (ability) coordination

01.01 WHO AM I? (Health II)

 Standard 6, Objective 2 : Describe the interrelationship of physical, mental, social, and emotional health.

Who Am I? Assignment Lesson Material & Introduction to Course Thomas Moore, an Irish singer, songwriter, poet and entertainer, wrote:

The great malady of the 20th century, implicated in all of our trouble and affecting us individually and socially, is ‘loss of soul.’ When soul is neglected, it doesn’t just go away; it appears symptomatically in obsessions, addictions, violence, and loss of meaning. We have come to know the soul only in its complaint--when it stirs, disturbed by neglect and abuse, and causes us to feel its pain. All of these symptoms such as emptiness, meaninglessness, vague depression, disillusionment, a yearning for personal fulfillment, a loss of morals and values, and hunger for spirituality reflect a loss of soul. We yearn excessively for entertainment, power, intimacy, sexual fulfillment, and material things, and we think we can find these things if we discover the right relationship or job, the right church or therapy. But without soul, whatever we find will be unsatisfying, for what we truly long for is the soul in each of these areas.

01.01 WHO AM I? (Health II)

 Required: Develop A Healthy Self-Concepthttp://www.essentiallifeskills.net/self-concept.htmlThe Self Concept in Psychologyhttp://www.simplypsychology.org/self-concept.html

01.01 Agility, Balance, Coordination (PESkills)

 Put each term into the search box.

01.01 ePortfolio

 Create an ePortfolio (electronic portfolio) to showcase your work throughout the quarter. You should include a title that introduces you and your ePortfolio. You need to pick eight assignments from the quarter. There needs to be at least one assignment from each of the units. Take a screen shot of your completed assignment and then reflect on it. Each reflection should be at least 100 words for a total of 800 words minimum in the entire portfolio. Here are some ideas to help you reflect: Why are you including it in your portfolio Describe the purpose of the assignment What was learned/new to you How is this concept important to computer science What you still need help on and/or could have done better You will turn this in at the end of the quarter. Be sure to add to it as you go throughout the quarter so you don't have a ton of work to do at the end and your reflection is more accurate because it was done after the assignment. Save all of your assignments! You can create the ePortfolio using whatever software you prefer. It will need to be easy to navigate and professionally formatted. Microsoft Office Word and PowerPoint would both work great. **The "About Me" assignment and ePorfolio should NOT be used as one of the assignments.

01.01 Fitness Testing (Participation Skills and Techniques)

 One of the best motivations for staying active is measuring your progress in the activity. The more you play tennis, the better you become at it, and the "easier" it is. This is the same idea with any physical activity. It is good to get a baseline before you start setting fitness goals. To get your baseline, you will need to do a fitness test. Please read the link "Fitness Testing" below to learn more about fitness testing. Once you have read the article, continue to the assignment "Fitness Testing" and complete it.

01.01 Fitness Testing (Participation Skills and Techniques)

 both teacher- and computer-scored 20 points possible 30 minutes

This assignment should be completed by WEEK 1 of this class

01.01 Fitness Testing (PE Activity) You need to complete and submit the following assignment and I need an e-mail from a parent or guardian verifying that you completed this portion of the class.

The verification can be as follows: My son/daughter (name) has completed the Fitness Testing. Below is their results. (Include your results here) Please have your parent or guardian title the subject line of their email. Fitness Testing _your name.

Once the email has been sent you still NEED to SUBMIT this ASSIGNMENT.

Submit your work either by pasting it into the assignment submission window for this assignment, or click on the "Submit Assignment" and type in your work there. Please put all 'answers' in bold or UPPER CASE.

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Fitness Testing 01.01 1.

1. Student's Name:

2. Mile run time:

3. Push-ups: (from your feet, not on your knees). How many you can do continuously in ONE minute without stopping?:

4. Sit-ups: (hands behind your head, and sit up all the way up to your knees. Someone can hold your feet). How many you can do in a minute?:

5. Where was the test completed?

6. What was the date the test was completed (must be in the time-frame of being enrolled in this class)?

7. What is your class and quarter:

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Pacing: complete this by the end of Week 1 of your enrollment date for this class.

01.01 Fitness Testing (PE Skills)

 teacher-scored 30 points possible 15 minutes

01.01 Fitness Testing (PEActivity)

You need to complete the following and I need an e-mail from a parent or guardian verifying that you completed this portion of the class. Please have your parent or guardian include in the email: your name, your class, the quarter, your time for the mile run, and the number of push-ups and sit-ups.

Have them e-mail me the results and where and when you completed the fitness testing. Be sure they include your EHS username and have the e-mail subject line be: Fitness Testing

The 3 things you will be tested on are as follows:

1. A mile run
(how many you can do continuously, without stopping but no longer than a minute.)
(how many you can do in a minute)

01.01 Personal Lifestyle Costs, and Education and Earnings (Financial Literacy)

 Students will consider personal values that affect financial choices. Describe the correlation between income and a worker's skills and education.

You have 8 weeks to complete the assignments, quizzes and unit tests.

Then the 9th week, after I have graded everything you submitted the 8th week,  you will need to submit the READY message.

Take the final the 10th week and I will submit your grade the 10th week.

BACKGROUND FOR PERSONAL LIFESTYLE COSTS

How much money will you need to earn right after high school if you are living on your own? This assignment will help you estimate the hourly wage you will need.

VISIT URL #1 shown at the bottom and complete the Reality Check activity.  You will use the monthly salary for your answer to #1 on your assignment.

College graduation ceremony: Image from Wikimedia Commons, Hkeely, CC Attribution 3.0 Unported

BACKGROUND FOR EDUCATION AND EARNINGS

When you share responsibility for supporting a household, you need more money. How much you need depends on things like where you live, family size, personal interests, hobbies, health, and other factors. Tiff and Cameron focused on earning for present needs without thinking long-term. They thought education was too expensive and time-consuming; but the truth is: education pays for itself over and over. See how education affects your earnings.

VISIT URL #2 and read the entire web page. New information will appear when you move your cursor over the different educational levels. This will reveal answers to the assignment questions #3 and #4 below.

01.01 Personal Lifestyle Costs, and Education and Earnings (Financial Literacy)

 teacher-scored 10 points possible 30 minutes

Submit your assignment according to the instructions.

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ASSIGNMENT 1.01 (E13) (Copy everything between the asterisks.)

1)What monthly salary did the web site predict you need? > ANSWER:

2)Name one lifestyle change you might make if you only earn minimum wage ($7.25/hr or$1,160 a month): > ANSWER:

b.  After moving the cursor over your preferred educational level, what is the average 1-year income for that level? > ANSWER:

4)What is the average 40-year income for that level of education? > ANSWER:

5)List one way you think increased income will improve YOUR family life: > ANSWER:

6)Q: (1.01): Write your first and last name and today's date.> ANSWER:

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Make all your answers bold. If that is not possible (in the old system), UPPER CASE is fine.

Pacing: complete this by the end of Week 1 of your enrollment date for this class.

01.01 Vocabulary Activities (English 11)

 Students will learn 30 new vocabulary words and be able to use them daily in their writing and speaking Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

Oxford Advanced Learner's Dictionary of Current English: Victor Korniyenko, CC Attribution-Share Alike 3.0 Unported license via Wikimedia Commons

The vocabulary section of this quarter is divided into three sections, each with ten words. You will do a writing activity and a quiz for each of the word sets. You do not have to complete them all at once (like everything in this course, you can decide the pace and order in which you work).

Why Study Vocabulary? (from verbalworkout.com)

Words are the tools we use to think and communicate - and this in an age when thinking and communicating are more important than strength and dexterity. At a personal level, a versatile vocabulary helps a man to woo a woman. It helps us to heed the philosophers’ advice to lead a “considered life.” Materially, a large vocabulary helps an artist describe the right shade of blue. It helps a student understand the textbook, and helps a leader manipulate concepts to formulate and share a vision. In words of Sebastian Wren, imagine if your reading required understanding this passage of text: While hortenting efrades the populace of the vaderbee class, most experts concur that a scrivant rarely endeavors to decry the ambitions and shifferings of the moulant class. Deciding whether to oxant the blatantly maligned Secting party, most moulants will tolerate the subjugation of staits, savats, or tempets only so long as the scrivant pays tribute to the derivan, either through preem or exaltation.

In addition, your vocabulary makes an early impression. People judge you by the words you use and understand. It's no surprise that an extensive vocabulary is highly correlated with academic and professional success.

01.01 What is your body trying to tell you? (Fitness for Life)

 Demonstrate an understanding of the fitness outcomes in a variety of activities. Demonstrate basic competence in a variety of activities that contribute to improvement of overall fitness. Compare aerobic and anaerobic activities, showing examples of each. Use FITT (frequency, intensity, time, type) guidelines to evaluate activities. Compare aerobic and anaerobic activities, showing examples of each. Pre-test to establish baseline fitness information for muscular strength and endurance, flexibility, body composition, heart rate, blood pressure, and cardiovascular endurance.

Essential Question: What is your body trying to tell you? View the Unit 1 presentation (see the attached file above, or the links to the video version below). If you have trouble downloading the PPTX file, right-click the file and tell it to download to your local computer and open it that way. U.S Navy photo by Photographer's Mate 2nd Class Terry Spain, public domain To begin this class, you may be a little nervous about being able to complete the assignments or adequately complete the workouts. Health and Wellness standards require you to have enough fitness to

• Reduce risk of health problems,
• Achieve wellness benefits, and
• Enjoy free time and meet emergencies.

Notice that it doesn’t say feeling tired, injured, or in pain; so, before we begin on this assignment, let’s discuss some important points about developing physical fitness, and “working out.”

1. Getting fit and Self-Assessment are parts of the stairway to lifetime fitness. Remember, the name of this class is “Fit for Life," not “Get you buff this week.” For more information on Fitness for life, you should download and study the “Stairway to Lifetime Fitness.” (See the first link at the bottom of this lesson.)

a. There are a lot of differences between genders, including how each will respond to different types of workouts. There are also a lot of differences between body types, and age groups. However, those are just differences, not definitive factors. Gender is not a factor that influences physical fitness. Both genders can become physically fit. Both genders can, and do benefit from participating in any or all of the components of health related physical fitness. Read "The Five Components of Health-Related Fitness" (see link at the bottom of this lesson).

2. There are a variety of definitions of physical fitness. In fact, there are a variety of types of physical fitness. For a better look at these, study the different levels of the Physical Activity Pyramid. You can find this in a variety of places (Read the Physical Activity Pyramid, at the bottom of this lesson).

a. Pay special attention to the second level regarding aerobic fitness. In this class, the workouts will be in that area. b. Although you may wish to work on skill-related fitness, which includes such things as agility, balance, coordination, and power (mostly specific to sport skills), in our workouts we will focus primarily on cardiovascular fitness.

3. Now that we have a little background, let’s talk about some specific things you will want to consider when planning your workouts:

a. When choosing your physical activity, you will want to consider the following.

• What is your current fitness level? What CAN you do continuously and rhythmically for 30 minutes that will elevate your breathing and heart rate, but that you can adjust during the activity so that you remain relatively comfortable? • What are your interests? Walking? Jogging? Swimming? Biking? Dancing?

b. Are you ready for the workout? Do you have the proper clothing? Equipment? Do you have any medical conditions that may preclude your participation in this activity (and, how do you know this?)? c. What if you just don’t want to work out today? Try the ten minute rule, which basically states, do it for 10 minutes and see if you don’t feel like finishing after that. d. Avoid activities that include joint twisting, compression, or excessive friction. You may experience occasional common injuries such as micro-trauma (minor sprains or sore muscles), overuse injuries (sore joints or tender areas), or side stitch, but anything that may threaten to cause major sprains, dislocation, or muscle tears should be avoided, at least for the workout. e. How hard should you work? Well, principles of physical activity include overload (doing more than normal), Progress (pushing enough to do a little bit more) and specificity (you will improve the skills or systems that you work). Part of working out is to focus, and document your workout so that you can find that fine line between pushing hard enough to improve, but not so hard that your body cannot adequately recover and rebuild. f. What do you do if you do incur common injuries such as sore muscles, minor sprains, or tenderness or inflammation of overworked areas? Athletic trainers and other medical personnel rely on what is known as the “RICE” formula:

R = rest. Give it a little time to heal. I = Ice. Ice massage the area (never more than 15 minutes at a time.) The ice will not only reduce the inflammation, but will initiate healing (applying cold to injuries is also known as cryotherapy.) C = Compression. Use an elastic bandage or compression sock to prevent the area from swelling. Take care that you do not cut off circulation. E = Elevation. Keep the injured part above the heart as much as possible, again to reduce blood flow and keep from swelling.

Aerobic and Anaerobic Exercise:

View the short video regarding aerobic exercise (see link at the bottom of this lesson). Aerobic (with air) activities are characterized by rhythmic, and continuous activity that can be maintained over long periods of time. Metabolism (breathing, heart rate, muscle activity) can increase to match overload demands, and allow the activity to continue indefinitely. Aerobic activity can be comfortably maintained for longer than 3 minutes. For the purposes of this class, aerobic activity should be such that it is maintained for a minimum of 30 minutes. Track or swimming contests lasting more than 1 minute would usually be considered, at least in part, as aerobic. Anaerobic (without air) activities are characterized by short, intense bursts of activity that can seldom be maintained for longer than 1 minute at a time without rest. Most sports, such as basketball, football, tennis, skiing, and volleyball, are anaerobic. Track or swimming events lasting less than 1 minute would usually be considered anaerobic.

The chart below is for your information. The data reflect varying degrees of ability to cover distances (1.5) over lengths of time (12 minutes), and give you some indication of how that reflects your level of physical conditioning. These may help you set some goals for this class. Interpreting Results of the 1.5 Mile or 12-Minute Run

 1.5-Mile Run (min:sec) 12-Minute Run (miles) Age Women (min:sec) Men (min:sec) Women (miles) Men(miles) Good 15-30 under 12:00 under 10:00 over 1.5 over 1.7 35-50 under 13:30 under 11:30 over 1.4 over 1.5 55-70 under 16:00 under 14:00 over 1.2 over 1.3 Adequate for most activities 15-30 under 13:30 under 11:30 over 1.4 over 1.5 35-50 under 15:00 under 13:00 over 1.3 over 1.4 55-70 under 17:30 under 15:30 over 1.1 over 1.3 Borderline 15-30 under 15:00 under 13:00 over 1.3 over 1.4 35-50 under 16:30 under 14:30 over 1.2 over 1.3 55-70 under 19:00 under 17:00 over 1.0 over 1.2 Need extra work on cardiovascular fitness 15-30 over 17:00 over 15:00 under 1.2 under 1.3 35-50 over 18:30 over 16:30 under 1.1 under 1.2 55-70 over 21:00 over 19:00 under 0.9 under 1.0

 Required: Stairway to Lifetime Fitnesshttp://fitnessfatin.blogspot.com/2009/02/stairway-to-lifetim...Required: The Five Components of Health-Related Fitnesshttp://ezinearticles.com/?The-Five-Components-of-Health-Rela...Required: Physical Activity Pyramidhttp://www.jcdh.org/misc/ViewBLOB.aspx?BLOBId=35Required: Aerobic Exercise videohttp://www.youtube.com/embed/K9VG26var34?wmode=transparent&r...Just for fun- Workout Log Requirements Defined in 20 seconds https://www.youtube.com/watch?v=Qzm9umkkiVU

 Required: Unit 1 presentation (video version) part 1https://pp2.ehs.uen.org/2012-01-31/Fitness+Unit+1+presentati...Required: Unit 1 presentation (video version) part 2https://pp2.ehs.uen.org/2012-02-01/Fitness+Unit+1+presentati...Required: Unit 1 presentation (video version) part 3https://pp2.ehs.uen.org/2012-02-01/Fitness+unit+1+presentati...Just for fun from Studio C- "The Truth of Running"https://www.youtube.com/embed/-NwHNHNXsg0?wmode=transparent&...

Use these links to view the unit 1 presentation in the video version online. It is split into several parts so that it will download quickly. When the link opens, click the play icon in the lower left of the viewing box to start the video.

01.01 WHO AM I? assignment (Health II)

 teacher-scored 37 points possible 60 minutes

Mental, emotional, social, spiritual, physical and environmental health are all intertwined throughout this course to encompass both the state core curriculum requirements, as well as to help you better understand who you are and what your purpose is. These six types of health also combine to make up the essence or soul of who we are. We each need improvement in different areas of our lives...and our health begins with improving the “soul” or essence in each of them, as Thomas Moore has stated. To begin this healthy process, take a look at the different types of health mentioned in the chart above and determine what things make up who you are. Consider what areas your passionate about and what areas you could improve upon. Then, complete the essay in the WHO AM I ASSIGNMENT to tell me, and maybe even you, a little bit more about yourself.

Compare and contrast your strengths and weaknesses in an essay about yourself (at least eight paragraphs in length, including an introduction, six paragraphs detailing the six types of health as they relate to you, and a conclusion) dealing with the following points: Essay Topic: Based on the "Who Am I" lesson material, and considering EACH of the six different types of health, what interests, feelings and habits make up the complete you and make your soul most alive and fulfilled? AND what areas could be improved upon in your life? Compare and contrast the things that both awaken and weaken your “soul,” as discussed in the lesson material according to the six different types of health. (4 points possible for a solid opening and closing paragraph, and 4 points per paragraph about each of the six types of health as they relate to you, plus up to 5 points for conventions. Points will be given based on thought, depth, and quality of response, as well as grammar and spelling checks.).

Organizing your essay (Note: feel free to change the order of the different categories of health)

GO TO TOPIC 3, ASSIGNMENTS, TESTS AND QUIZZES, AND CLICK ON THE "WHO AM I?" ASSIGNMENT to submit your work.

Pacing: complete this by the end of Week 1 of your enrollment date for this class.

01.01.01 Cardiovascular Health Risk Profile assignment (Fitness for Life)

 teacher-scored 50 points possible 60 minutes

(*Please keep a record of this assignment. You will need to refer back to it for the last assignment in second quarter.)

Introduction: The purpose of this assignment is to introduce you to some of the relationships that exist between physical fitness and health. You will also examine your personal health risks, physical activity, and cardiovascular fitness. Let’s find out just how “fit” you are so that you can begin applying the principles from Lesson 01.01 by designing your own plans to become “fit for life”. Copy and paste the section between the lines of asterisks into a word processing document on your computer. Complete your work, and save a copy for yourself. DON'T FORGET TO HIGHLIGHT YOUR ANSWERS. Then submit your work using the assignment submission window for this assignment.

IMPORTANT: To turn in your assignment, click on the assignment name and then, depending on the assignment type, you use a button labeled [Submit Assignment] or [UPLOAD A FILE] or [EDIT MY SUBMISSION].

You'll see descriptions of your assignments along with the content. Create and then work on your assignments on your local computer.

You turn in your assignments in the Module 3 area.

Please do not email assignments, as this delays the grading process, since emails do not become submitted into the instructor's grade book.

*************************************************************************** Name:_______________________________ Date:_________________________

Tasks: For this assignment, you will:

Calculate your body mass index (BMI). (5pts.)

STEP 1: _____ convert your weight in pounds to your weight in kilograms. (Divide your weight in pounds by 2.2.; e.g., a 130 pound woman / 2.2 = 59.09 kg)

STEP 2: _____ convert your height in inches to your height in centimeters (Multiply your height in inches by 2.54; e.g., a 64 inch woman x 2.54 = 162.56 cm)

STEP 3: _____ convert your height in centimeters to your height in meters (Divide your height in centimeters by 100 to get your height in meters; e.g., 162.56 / 100 = 1.6256

STEP 4:_____ square your height in meters to get the denominator for BMI calculation (Multiply the number by itself; e.g., 1.6256 x 1.6256 = 2.64)

STEP 5:______ use your weight in kilograms as your numerator (e.g., STEP 1 or 59.09 kg) and your height in meters squared as your denominator (e.g., STEP 4 or 2.64) and divide out the fraction (e.g., 59.09 / 2.64 = 22.38) Enter your BMI in the table below.

Complete a supervised 1.5 mile run. (5pts.)

Parent or Teacher’s name who will be administering the 1.5 mile run: __________________ Parent or Teacher’s email who will be giving you the 1.5 mile run test: __________________ You will run 1.5 miles under the supervision of a physical education teacher, coach, or parent. It is important to make sure that you provide a valid e-mail address so that I can confirm you completed the run. This person should help you measure out the correct distance (1.5 miles is 6 times around a regular track) and time you during the run.

Important Note: If you have a physical condition that may prevent you from completing this run, or a condition such that a run of this nature may cause or exacerbate an injury, you may modify the requirement by performing another form of aerobic exercise, such as swimming, stationary biking, elliptical trainer, etc. If you modify the assignment, just perform your chosen exercise for 15 minutes non-stop and record the distance covered, so you will have data to compare with at the end of the course in Q2. Also, be sure to mention to your instructor in the assignment that you modified the requirement.

You will complete the run for this assignment at the beginning of the class and again at the end of the class for assignment #21. This will count as two separate assignments. You may use a treadmill, but make sure that your run is conducted the same way for assignment #21. The purpose of this run is to assess your cardiovascular health. Run or jog for 1.5 miles in the shortest time possible. Try to set a pace that you can keep up for the full mile and a half. If you start too fast, you probably will not be able to run for the entire distance. Make sure to do your best and run what you can. If you walk, make sure to speed walk to keep your heart rate up. Enter your 1.5 mile time in the table below.

Need a little motivation before your run? Check out Studio C's "The Truth of Running" link above.

Measure your blood pressure. (5 pts.)

Have your blood pressure measured by a doctor or you may use an automated blood pressure machine located in most stores that have a pharmacy. Look for the machine next to the pharmacy counter, these machines are free and easy to use. Enter your blood pressure in the table below.

Cardiovascular Health Risk Profile

*Be Honest--You need to give your best effort as this course not only earns you a PE credit, but challenges your cardiovascular fitness levels. * Record your answers in the middle column. In the right columns are what are considered “Critical Values.” These are not “Optimal,” meaning good, but rather are borderline values, meaning that numbers higher than these signal critical health concerns.

 Risk Factors My Values Critical Values Systolic Blood Pressure under 140 mmHg Diastolic Blood Pressure under 90 mmHg BMI (Body Mass Index) under 25 kg.m-2 1.5 mile time Men under 15 minutes Women under 17 minutes

1. Share your data with at least two other people (parents, peers, etc.) in a group setting. If you so desire, you may wish to use Facebook or some other form of social media as base for your discussion. (If you do, remember you are trading some aspects of privacy for a broader, quicker, audience.) As a group, discuss the strengths and weaknesses of your cardiovascular health risk profile (blood pressure, BMI, run time) and what they indicate about your cardiovascular fitness. Ask specifically, “What does this data indicate that your body is trying to tell you?” Describe the primary conclusions of the group. (5 pts.)

2. Brainstorm with your group some realistic and specific ideas about how you can improve your cardiovascular fitness levels, given your own unique situation. (5 pts.)

3. Choose one of these ideas, and explain why you believe this would work best for you, as opposed to something else. Include ideas from your group in your answer. (5 pts.)

4. Using the definitions of aerobic and anaerobic, and the information from both the video clip and the power point presentation with this chapter, list three activities that you believe are aerobic activities, and justify why they fit the aerobic criteria. Then list three activities you believe are anaerobic activities, and justify why they fit the anaerobic criteria.

A. Aerobic (5 pts.)

1.

2.

3.

Justification (5 pts.)

1.

2.

3.

B. Anaerobic (5 pts.)

1.

2.

3.

Justification (5 pts.)

1.

2.

3.

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Pacing: complete this by the end of Week 1 of your enrollment date for this class.

01.01.01 Writing an Equation, example 1 -- Planning a Birthday Party (Math I)

 Ashley's birthday is in July. She wants to spend the day with her family and friends at the local water park. They have a group rate of $100 for the first five people, and$17 for each additional person. Ashley has four people in her immediate family, and she wants to invite her three BFF's. What will it cost for Ashley's birthday group to get into the park? Okay, how do we solve this problem? Well, we know that there are seven people total. We also know that the first five cost $100, total. That leaves two people we still need to pay for. They cost$17 each. Therefore, the two additional people will cost $34. The total price is$134. Of course, in real life, it is possible that all the problems will not have been solved. What if Ashley's brother gets sick? Or if Ashley's favorite cousin is visiting? Will Ashley's aunt, uncle and all four cousins want to come also? Or maybe Ashley's aunt will take a day off and send the kids with dad, but stay home herself. And what if Ashley's brother wants to bring a friend? Or what if one of Ashley's BFFs is stuck babysitting her little sister, and either has to stay home or bring the sister along? These are the real problems that occur in my family. How about yours? How awesome would it be if we didn't have to go through the logic of the problem every time we added or subtracted a person or six from the group? This is one of the reasons people first started writing equations: So they didn't need to solve the same problem over and over. So they could just solve it once, then plug in different numbers to get the rest of the answers. Consider Ashley's birthday party. Say after counting siblings and friends and adult relatives and cousins Ashley has a caravan of 12 people going to her party. We will work through the solution again, but this time paying careful attention to what happens to the number 12. To begin with, the first five people cost $100, so we need to subtract 5 people from the total of 12, but we also need to add$100 at the end. Okay. Now, after subtracting 5 from 12, we have 7 people we still need to pay for. Each of these 7 people cost $17, so we need to multiply 7 by$17, which gives us $119. Finally, we add that original$100 to this. The total cost is $219. Okay? Next we want to write this as an equation. The first thing we did was pay$100 for 5 people upfront cost for 5 people = $100 (eq. 2) Next we subtracted 5 from 12 to get the number of people we still needed to pay for. Write that down, additional people = (12 – 5) people. (eq. 3) The next thing we did was multiply that answer by$17 to get the total cost for the additional people. So write that, cost of additional people = ($17 per person)[(12 – 5) people]. (eq. 4) Finally, we added the original$100 to that value to get the total cost, and I am just going to call that c, for "cost." Now finally we have c = ($17 per person)[(12 – 5) people] +$100. (eq. 5) Now, to really write this out as an equation that I don't have to redo every time someone gets sick or has to babysit, we will replace the number 12 with a letter: how about p for “people"? c = ($17 per person)(p – 5 people) +$100. (eq. 6) Okay? Now, the advantage of this is, when Ashley's mom decides that her brother cannot bring a friend, Ashley doesn't have to work through the process again; she can just replace the p with 11. The cost of bringing 11 people to the water park is c = ($17 per person)[(11 – 5) people] +$100 (eq. 7) = ($17 per person)(6 people) +$100 (eq. 7a) = $102 +$100 (eq. 7b) = $202 (eq. 7c) Your turn. How much will it cost to bring 9 people to the water park? The answer will be at the end of the next section. You may have noticed that this equation could have been simplified. Start by multiplying the first term through by the factor ($17 per person), c = ($17 per person)(p – 5 people) +$100 (eq. 6) = ($17 per person)(p) + ($17 per person)(-5 people) + $100 (eq. 6a) = ($17 per person)(p) + (-$85) +$100. (eq. 6b) Next, combine like terms. This phrase means to add together anything that can be added together. In this problem, the last two terms can be added together, c = ($17 per person)(p) + (-$85) + $100 (eq. 6b) = ($17 per person)(p) - $85 +$100 (eq. 6c) = ($17 per person)(p) +$15. (eq. 6d) This is a simpler equation, but the relationship between the equation and the problem is less obvious. Ashley's birthday is in July. She wants to spend the day with her family and friends at the local water park. They have a group rate of $100 for the first five people, and$17 for each additional person. Ashley has four people in her immediate family, and she wants to invite her three BFF's. What will it cost for Ashley's birthday group to get into the park? Okay, how do we solve this problem? Well, we know that there are seven people total. We also know that the first five cost $100, total. That leaves two people we still need to pay for. They cost$17 each. Therefore, the two additional people will cost $34. The total price is$134. Of course, in real life, it is possible that all the problems will not have been solved. What if Ashley's brother gets sick? Or if Ashley's favorite cousin is visiting? Will Ashley's aunt, uncle and all four cousins want to come also? Or maybe Ashley's aunt will take a day off and send the kids with dad, but stay home herself. And what if Ashley's brother wants to bring a friend? Or what if one of Ashley's BFFs is stuck babysitting her little sister, and either has to stay home or bring the sister along? These are the real problems that occur in my family. How about yours? How awesome would it be if we didn't have to go through the logic of the problem every time we added or subtracted a person or six from the group? This is one of the reasons people first started writing equations: So they didn't need to solve the same problem over and over. So they could just solve it once, then plug in different numbers to get the rest of the answers. Consider Ashley's birthday party. Say after counting siblings and friends and adult relatives and cousins Ashley has a caravan of 12 people going to her party. We will work through the solution again, but this time paying careful attention to what happens to the number 12. To begin with, the first five people cost $100, so we need to subtract 5 people from the total of 12, but we also need to add$100 at the end. Okay. Now, after subtracting 5 from 12, we have 7 people we still need to pay for. Each of these 7 people cost $17, so we need to multiply 7 by$17, which gives us $119. Finally, we add that original$100 to this. The total cost is $219. Okay? Next we want to write this as an equation. The first thing we did was pay$100 for 5 people upfront cost for 5 people = $100 (eq. 2) Next we subtracted 5 from 12 to get the number of people we still needed to pay for. Write that down, additional people = (12 – 5) people. (eq. 3) The next thing we did was multiply that answer by$17 to get the total cost for the additional people. So write that, cost of additional people = ($17 per person)[(12 – 5) people]. (eq. 4) Finally, we added the original$100 to that value to get the total cost, and I am just going to call that c, for "cost." Now finally we have c = ($17 per person)[(12 – 5) people] +$100. (eq. 5) Now, to really write this out as an equation that I don't have to redo every time someone gets sick or has to babysit, we will replace the number 12 with a letter: how about p for “people"? c = ($17 per person)(p – 5 people) +$100. (eq. 6) Okay? Now, the advantage of this is, when Ashley's mom decides that her brother cannot bring a friend, Ashley doesn't have to work through the process again; she can just replace the p with 11. The cost of bringing 11 people to the water park is c = ($17 per person)[(11 – 5) people] +$100 (eq. 7) = ($17 per person)(6 people) +$100 (eq. 7a) = $102 +$100 (eq. 7b) = $202 (eq. 7c) Your turn. How much will it cost to bring 9 people to the water park? The answer will be at the end of the next section. You may have noticed that this equation could have been simplified. Start by multiplying the first term through by the factor ($17 per person), c = ($17 per person)(p – 5 people) +$100 (eq. 6) = ($17 per person)(p) + ($17 per person)(-5 people) + $100 (eq. 6a) = ($17 per person)(p) + (-$85) +$100. (eq. 6b) Next, combine like terms. This phrase means to add together anything that can be added together. In this problem, the last two terms can be added together, c = ($17 per person)(p) + (-$85) + $100 (eq. 6b) = ($17 per person)(p) - $85 +$100 (eq. 6c) = ($17 per person)(p) +$15. (eq. 6d) This is a simpler equation, but the relationship between the equation and the problem is less obvious.

01.01.02 Intro to Fitness

 teacher-scored 10 points possible 15 minutes

Copy and paste the section between the lines of asterisks into a word processing document on your computer. Complete your work, and save a copy for yourself. Then submit your work by pasting it in to the assignment submission window for this assignment.

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Intro To Fitness Assignment

1. What do you like most about PE?
2. What do you like least about PE?
3. Do you feel that physical fitness is important? Why or why not?
4. What do you think it takes to become physically fit?
7. Why do you think you are required to take PE?
8. My Fitness Goals:

Mile run:

Sit-ups:

Push-ups:

9. Nutrition Goals:

What are you going to eat more of?

What are you going to eat less of?

10. Class Goals:

What do you hope to improve on?

What activity would you like to become better at?

What is something new you are excited to try?

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01.01.02 Activity log 1 (Fitness for Life)

 teacher-scored 65 points possible 120 minutes

Tech. Sgt. Michael R. Holzworth, U.S. Air Force (www.defense.gov), Public domain, via Wikimedia Commons

Submit your first activity log (found in lesson 01.00, above). To submit your work, scan or take a photo of your log. Save as a .jpg, .pdf or .gif and click the activity log assignment 01.01 on the main class page to SUBMIT your first activity log files.

(You will not be able to submit Activity Log 1 until your Cardiovascular Health Risk Profile Assignment, 01.01.01, is submitted and graded)

IMPORTANT: Please do not email logs, as this delays the grading process, since emails do not become submitted into the instructor's grade book.

REMEMBER: Logs backdated more than two weeks from their completion date will not be accepted for credit.

Note: Students who have not submitted their 1st Activity Log by week 3 may automatically be dropped from the course.

Pacing: complete this by the end of Week 2 of your enrollment date for this class.

01.01.03 Hopscotch (PESkills)

 How long has it been since you played hopscotch? Hopscotch is a great game that requires balance, coordination, and agility. Use the following links to check out the rules and equipment you need to play hopscotch. GIVE HOPSCOTCH ANOTHER TRY. YOU ARE NEVER TOO OLD. Your friends will think it is fun to do something different, and if you have little brothers, sisters, nieces, nephews, etc., you can teach them how to play. (Select the link "Hopscotch") (Select the link "How to Play Hopscotch")

01.01.04 Unit 1 Quiz(PESkills)

 computer-scored 6 points possible 5 minutes

Go to section 3 "Assignments, Quizzes, Tests" on the homepage of the class. Then click on "pe.skills.Q1.standard1quiz " to take the quiz: (Note: you may retake the quiz as many times as you like, but you must score at least 80%.)

01.02 Applying your skills: get active! (PESkills)

 In the following assignments, you will apply what you have been learning as you practice physical skills.

01.02 Career Awareness (Basic Photography)

 One of the best ways to find out about a career is to research and on a website called Utah Futures. Utah Futures is a free online career information system. you can sign-up for an account or just research about different careers using the occupation index link on Utah Futures.

01.02 Conditions related to exercise (Fitness for Life)

 Recognize the relationship between physical activity and personal health. Recognize that health-related fitness is a lifelong process unique to each individual. Identify genetic influences on body type, sedentary lifestyle diseases, muscle types, and rates of weight gain and loss. Use FITT (frequency, intensity, time, type) guidelines to evaluate activities. Explain the concepts related to body composition, e.g., the difference between being overweight and obese, genetic influences, and various ways to measure body composition. Research family history for health-risk factors such as coronary heart disease, cancer, diabetes, cholesterol, and blood pressure. Calculate body composition by using skin-fold calipers or electrical impedance analyzers.

Essential question: What is your body trying to tell you? As we begin to become conscious of our physical fitness level, we become aware of several different factors that may affect our ability to exercise, may be results from our exercising or lack of exercising, or may suggest that we specifically adjust our exercise to meet those possible problems. Let’s discuss some of these.

A. A common problem as we age, especially among women but also in men, is osteoporosis.

Osteoporosis is the thinning of bone tissue and loss of bone density over time. Osteo is a term that always refers to bones, and “porosis” refers to the thinning or “porous” condition of the bone. (Note: Osteoporosis is sometimes confused with the similar term osteoarthritis, a condition relating to inflammation of the joints.) Regular exercise can largely prevent or delay the development of osteoporosis, and can reduce the likelihood of bone fractures in people with osteoporosis. Read the "Exercise for Osteoporosis" article at the link at the bottom of this lesson.

B. Some other problems relating to bones are conditions such as lordosis (excessive curvature in the lower back), kyphosis (excessive curvature in the upper back) and scoliosis (lateral curvature of the back, often caused by one leg being slightly longer than the other).

Any of these may be caused by poor posture, or they may develop independently, resulting in postural problems. Since exercise is done most efficiently using good posture, exercise will help prevent these conditions, will help correct these conditions, and often will help identify these conditions in the early stages when more aggressive medical remedies can be more effective. Read the "Scoliosis" article at the link at the bottom of this lesson.

C. A common problem that is affected by exercise is diabetes.

Diabetes is a condition in which a person’s body cannot regulate sugar levels (due to the inability of the pancreas to produce sufficient levels of insulin.) Since obesity is a common risk factor in diabetes, exercise can help prevent this disease. Once a person suffers from diabetes, regular aerobic exercise can significantly help regulate blood sugar levels, allowing the individual to require less external insulin supplement. There are two types of diabetes. Type 1 diabetes is much less common. Type 1 diabetes always starts in children or young people; their bodies do not produce insulin. Type 2 diabetes is much more common, and may begin at any age. In people with type 2 diabetes, their bodies do produce insulin, but do not use it properly, so their blood sugar gets much too high. Risk factors for diabetes include genetics (if you have ancestors or family members with diabetes, you are more likely to develop it), being overweight or inactive, or eating a poor diet. Read the "Exercise Guidelines for Diabetics" article at the link at the bottom of this lesson.

D. Hyperkinetic disorders may occur BECAUSE of exercise.

Hyperkinetic literally means “too much exercise”. (Note: Hyperkinetic is a term also often used in conjunction with such conditions as ADHD. For our purposes here, we apply the term only to those conditions that occur due to too much exercise.) As you exercise, you need to be aware of these signs, and then moderate your exercise accordingly. These may be as benign as simply not allowing your body enough time to recover, resulting in being over-tired. The cure is to simply back off, allow a day in between workouts, adjust your diet, or decrease intensity. On the other hand, other hyperkinetic disorders may include overuse injuries, body image disorders, or eating disorders. Although these are not technically mental disorders, the conscientious athlete will monitor these closely, and will adjust their workouts and diets to fit within healthy guidelines. Read the "Overuse Injuries" article at the link at the bottom of this lesson.

E. The lifestyle problems we will focus on mostly in this class will be cardiovascular disease.

This develops over a lifetime, and then results in such things as atherosclerosis, heart attack, high blood pressure, or stroke. Regular aerobic exercise with a reduced fat diet will help prevent and reduce these cardiovascular diseases later in life. Watch the "Aerobic fitness and intensity" video at the link below this lesson.

 Exercise for osteoporosishttp://www.webmd.com/osteoporosis/features/exercise-for-oste...Exercise guidelines for diabeticshttp://diabetes.webmd.com/guide/exercise-guidelinesOveruse injuries (overview)http://www.stopsportsinjuries.org/overuse-injury.aspxSupplemental: Sports injury prevention (specific tips)http://www.stopsportsinjuries.org/sports-injury-prevention.a...Aerobic intensity videohttp://www.youtube.com/embed/NU9l12o_4Q8?wmode=transparent&r...Aerobic vs. anaerobic exercise - very short videohttp://www.youtube.com/embed/ZrMXn2LpQ-k?wmode=transparent&r...

01.02 Decision-making (Health II)

 Standard 1, Objective 2d: Use decision making skills to solve problems.

FORGOTTEN ASPECTS OF DECISION MAKING

Prior to identifying the steps to decision making, it is important to recognize some 'forgotten' aspects of decision making. Oftentimes, gathering important information and weighing the potential consequences of a decision have less influence on our choices than the following list of 'forgotten' aspects: Values and Attitudes

If an individual values his/her parents' respect, many decisions are already made for that person. For example, friends have invited you to a party that will have alcohol present. If you value your parents' respect, you do not need to gather more information. You know that deciding to go to the party will disappoint your parents, thus, the decision is made. Additionally, if individuals value fun and adventure at all costs, he/she may not gather important facts, or properly weigh the consequences of their actions before 'jumping in' to a situation that may or may not be right for them.

Feelings and Emotions

Often, we make decisions based on how we feel, or how we want to feel. I may know the decision I am about to make could have very negative consequences; However, I really like the person asking me to go along. Although the facts may tell me this is a bad decision, I may allow the feelings of "I really want this person to like me" to control my decision.

Other People's Feelings

We make many decisions based on what others want or need. For example, when deciding where to go for lunch, if a friend really wants to go to Wendy's, and you don't really care, you will eat at Wendy's. However, there are times we make decisions that are not in our best interest because another person pleads with us to do what they want.

Self-Concept

If I believe I am a person of value, with a right to a happy, healthy future, I am going to make decisions that decrease the likelihood of negative consequences. If I do not care about myself, I may take unnecessary risks or not even consider consequences when making a decision. If I have an inflated self-concept, I may take risks simply because I believe I am invincible, and cannot be hurt.

Habits

Many of the decisions we make are actually not even made. Some of our behaviors are dictated by habit. It is always interesting to observe teachers at a faculty meeting. Everyone walks into the room and takes a donut. As we are eating the donut, it occurs to many of us that we did not even want one. Why did we take it? It was there, free food, habit. Many of our food-related behaviors are based on habit, as are many of our safety-related behaviors, for example, wearing seat belts when driving, or helmets when biking or snowboarding.

Pressures

We experience many pressures to behave in certain ways. I hope that my track team members feel pressure from their teammates to be the best possible students and athletes they can be. Much of the pressure we experience comes from our own expectations of ourselves. As with all the "forgotten aspects" of decision making, pressure is not necessarily bad. However, its source and purpose should be taken into consideration when making a decision.

RISKS IN DECISION MAKING Risks come in four catagories: risks we MUST ACCEPT; risks we CAN ACCEPT; risks we CAN NOT ACCEPT and risks we CAN NOT AFFORD TO NOT ACCEPT.

1) The risks we MUST ACCEPT are the aspects of everyday life that we may encounter in all that we do. For example, if I drive a car, I must accept the risk of getting into an accident. 2) The risks we CAN ACCEPT are outcomes that are acceptable to us, although we hope things do not turn out that way. For example, I can accept that I may get injured when working hard to prepare myself while training for a race. 3) The risks I CAN NOT ACCEPT include consequences that I will not allow to happen. For example, a person who cannot accept hurting another while driving under the influence of alcohol will not drink and drive. 4) Risks we CAN NOT AFFORD TO NOT ACCEPT fall under the catagory of 'it is easier to ask forgiveness than permission.' For example, you know missing school for a free day of skiing will get in you in trouble. However, free skiing is too good to say no to, so you accept the potential consequences of skiing on a school day.

DECISION MAKING STEPS

 How to develop your decision-making skillshttp://www.mindtools.com/pages/article/newTED_79.htm

01.02 Decision-making assignment (Health II)

 teacher-scored 21 points possible 40 minutes

Come up with a decision you need to make in the near future, or one that you have recently made: for example, buying a car, going to a dance, getting a part time job, or taking a class via the electronic high school. It should be a choice you need to make and should be personal to you.

Once you have determined the problem you need to make a decision about, brainstorm at least five alternatives/options, and then list two positive and negative consequences for each one. As you get to alternatives four or five, they may get a little silly. That is okay. Sometimes the best way to know what we want is to know for certain what we don't want.

In making your decision, complete the chart below. Copy and paste the section between the lines of asterisks into a word processing document on your computer. Complete your work, and save a copy for yourself. Then submit your work using the assignment submission window for this assignment.

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DECISION MAKING CHART

1. Identify The Problem (What is the decision that needs to be made?):

2. Gather Information (What do you need to know to make the decision?):

3. Brainstorm Alternatives: (These are the different options to your decision; for example, if you're deciding whether to buy a car or not, you're alternatives might be 1) save up for a few months so that I can make payments on a new car, 2) drive my parent's car until I can afford my own, 3) carpool with friends, 4) ride my bike, OR 5) stay at home and never go anywhere). You need to come up with at least five different options, even if they seem ridiculous to you. Continue filling out the chart below with the different options you have come up with, and weigh the positive and negative consequences of each (at least two positives and negatives for each alternative).

Alternative 1:

Positive Consequences
1.
2.
Negative Consequences
1.
2.

Alternative 2:

Positive Consequences
1.
2.
Negative Consequences
1.
2.

Alternative 3:

Positive Consequences
1.
2.
Negative Consequences
1.
2.

Alternative 4:

Positive Consequences
1.
2.
Negative Consequences
1.
2.

Alternative 5:

Positive Consequences

1.

2.

Negative Consequences

1.
2.

4. Forgotten Aspects (State what else may be influencing your decision.):

6. Action Plan (Tell me how you intend to put your decision into action.):

7. Evaluate (How do you feel about the decision you've made?): ******************************************************

What to do: Complete questions 1-7 following the instructions provided.

 Points Possible: 21 Question 1 1 Question 2 1 Question 3: 1 point per alternative (need five alternatives listed for 5 pts.) 1/2 point per pro and con listed (2 pts./each alternative for 10 pts.) 15 Question 4 1 Question 5 1 Question 6 1 Question 7 1 Total Points Possible: 21

Pacing: complete this by the end of Week 2 of your enrollment date for this class.

01.02 Intro to Fitness (Participation Skills and Techniques)

Stress Relief Any physical exercise helps reduce the hormones associated with stress in your body. Any enjoyable activity helps reduce your feelings of stress. Put those together, and an enjoyable physical activity gives you a double dose of stress relief! How Skills Learned in Sports Help in 'Real Life' Slamming a hockey puck into a goal, or performing a 'pas de chat' on pointe, may not have much practical application in other areas of your life, but many of the basic aspects of sports or other physical activities do!

Here are some attributes you can learn from sports that will help you in all your other endeavors:

teamwork, dedication, patience, cooperation, goal-setting, following the rules, accepting criticism, pushing your limits, self-assessment, sharing credit, self-discipline, coming back from defeat.... I bet you can think of more.

On the other hand It's up to you, your fellow participants, and your instructor or coach to make sure you focus on these positive qualities. The focus of your physical activities should be having fun, improving yourself, and encouraging others. If you get too focused on having to be the best, or winning at any cost, many of the benefits slip away.

Once you have watched and read all of the links, continue to the assignment "01.03s."

 Why should we take Physical Education in School?http://video.pbs.org/video/1785416952/S.M.A.R.T. Goalshttp://www.projectsmart.co.uk/how-to-write-a-smart-goal.html

01.02 Motor Skills (PE Individualized Lifetime Activity)

 Read the information at "Motor Skill," "Gross Motor Skill" and "Fine Motor Skill" and study the TWO articles. Image from Wikimedia Commons, Mathew Ingram, CC Attribution 2.0 Generic license

01.02 Standard 1 video (PE Skills)

 teacher-scored 30 points possible 40 minutes

Standard One Video

INSTRUCTIONS: You will need to submit an instructional video demonstrating one of the three exercises shown in the article “Easy Exercises for Teens,” located under unit one. If you are unable to make a video, you can submit a set of pictures showing the basics skills for the exercise you have chosen.

*There are three exercises you can choose from:

Sit Backs
Chair Squats
Butterfly Breath
(You only need to demonstrate one exercise.)

*Your video needs to be at least one minute long and no longer than two minutes long. If you would rather take pictures and use a video editor program to make a video/powerpoint to create your video, you can.
*You will be the star of your video, so you might need to get a friend to do the filming. You will need to explain in the video what it is that you are doing.
*Assume that you are making this video for another student who has never tried the exercise you are going to demonstrate.
*You CANNOT use the same video for any other PE Skills and Techniques assignment, including both quarters.

After you have created your video, watch the video and critique yourself, bearing in mind the correct way to perform this exercise. Answer the following questions (remember to put your answers in bold, answer in complete sentences or paragraphs, save a copy, and paste into the assignment submission window), and go to Topic 3 to submit your answers:

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1. According to the website explaining the exercises, what are the critical cues for the exercise you chose?
2. What did you see in the video that you were doing well?
3. What did you see in the video that you could improve on?
4. What did you see yourself doing that you didn't realize until you watched the video?

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INSTRUCTIONS ON HOW TO SUBMIT YOUR VIDEO:

You will need a computer with a connection to the Internet and your digital video content (under 2 minutes, please). You can choose between "YouTube" or "Photobucket" to host your video assignments. You will need to create an account for either resource. Follow the instructions to upload and share your videos.

Photobucket is very similar.

If you don't have a video camera, you can use still images in a slide show with narration that is converted to digital video.

01.02 Typical Family Earnings Quiz (Financial Literacy)

 Compare income in various geographical areas.

image from Wikimedia Commons, Steve Polyak, CC Attribution-Share Alike 2.0 Generic BACKGROUND

01.08 The Cost of Living (Financial Literacy)

 teacher-scored 10 points possible 25 minutes

Exit the web page and submit your assignment as usual.

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ASSIGNMENT 1.08 (13E) (Copy everything between the asterisks.)

1) Q: Using the website, Select the Utah city or one close by that you live in. Then, under "I want to live in," select the state “New York,” and select "New York (Manhattan)." Do not change the beginning salary of $50,000. Read the “results” and tell how much the website says you have to earn in “New York (Manhattan)” to have the same purchasing power as the Utah city you selected> ANSWER: 2) Q: Now choose another city outside your state where you personally might want to live to answer the following: a) What city and state did you choose to move to? > ANSWER: b) Do not change the beginning salary of$50,000. How much would you need to make in that city to have the same buying power as your current city?> ANSWER:
3) Q: In your own mind, identify one other expense that might be different in the new city you chose due to climate, location, etc. (answer not on website): > ANSWER:
4) Q: Why do you think living in a city where the salary is double your current salary may not double your purchasing power? > ANSWER:

5) Q: Using the map in the 2nd URL below, how much buying power does $100 have in Utah? > ANSWER: 6) Q: (1.08): Write your first and last name and today's date.> ANSWER: **************************************** Pacing: complete this by the end of Week 3 of your enrollment date for this class. 01.09 Inflation Quiz (Financial Literacy)  Explain the effects of inflation on savings and investments. US Inflation rates 1914-2009: Public domain BACKGROUND Inflation reduces the value of your money. That means money won't buy as much. Inflation is an increase in the prices of goods and services. The annual rise in inflation over the past 25 years averaged 4.5%. That may not seem like much until you realize this makes things cost more than twice as much every 16 years. So a$50,000 salary today would be worth about $25,000 salary in 16 years. It is pretty certain that inflation will continue and greatly reduce the value of your money over time. VISIT URL #1 shown below to see some pretty remarkable effects of inflation. Then use your brain (and a calculator if needed) to complete the assignment. You will need to have access to this link to complete the quiz. 01.09 Inflation Quiz (Financial Literacy)  computer-scored 10 points possible 20 minutes You will now complete a 10-question online quiz. You MUST score at least 8 to receive credit for the assignment but don't worry if you don't get at least 8 the first time since you can retake the quiz as many times as you need. You may continue to increase your score if you want (7 or less = try again, 8 = B, 9 or 10 = A). You may now take the quiz. YOU WILL NEED TO USE THE URL FROM THIS LESSON TO COMPLETE THE QUIZ. Afterward, simply proceed to the next assignment. Pacing: complete this by the end of Week 3 of your enrollment date for this class. 01.10 Taxes (Financial Literacy)  Understand required income withholdings, reasons for taxation, uses of Social Security, Medicare, and employee payroll taxes. US tax rates 1921-2009; brown line shows rates for people in highest income bracket; blue line, rates for those in lowest income bracket: Image from Wikimedia Commons, Quophnix, CC0 1.0 Universal Public Domain Dedication BACKGROUND Taxes: Tiff and Cameron were disappointed when they received their first paycheck. They thought that working 40 hours at$8 dollars per hour (40 hrs. X $8/hr), gives you$320 - right? Wrong! Cameron only received $265 after the Social Security taxes, Medicare taxes, Federal Income taxes, and State Income taxes were taken out. He didn’t know that people spend more on taxes than on any other single item such as clothes, food, or cars. You, too, will pay taxes on income (wages, tips, and interest income.). Then, by April 15th of each year, you will file your income taxes. If you paid too much, you get a “refund.” If you paid too little, you owe more. In this lesson, you will examine: • Social Security • Medicare • Federal Income taxes • W-4 Forms (used by employers to calculate how much money to withhold from your check). • “Gross” vs.“Net” Pay. “Gross pay” is what Tiff and Cameron thought they'd get. “Net pay” (take-home pay) is what they really got after taxes. More questions on test #1 come from this lesson than any other so read the material carefully and pay close attention to the website when you get to that part. PAYROLL TAXES What are “payroll taxes” and what is their purpose? And why do you care about this? Payroll taxes are taxes that will be withheld from your paycheck that include Social Security (also called FICA), Medicare, and Income tax. Here is a short description of each: 1. Social Security taxes provide benefits for retired workers, the disabled, and their dependents. 2. Medicare tax is used to provide medical benefits for individuals when they reach age 65. Workers, retired workers, and their spouses are eligible upon reaching age 65. 3. Federal income taxes are used for national programs. How will the Federal government spend the federal income tax portion of payroll taxes? It will use the money to pay for such things as national defense, foreign affairs, social programs, law enforcement, interstate highways, and to pay interest on the national debt. How will your employer know how much of your hard-earned money to withhold? • Social Security tax will be 6.2% of your total (gross) income. • Medicare tax will be: 1.45% of your total (gross) income. • Federal Income tax: It varies according to the “W-4” form you complete. The form determines how much income tax to withhold. If too much is withheld, you get some back when you file a tax return. If too little is withheld, you pay more when you file a tax return. Here is a typical example of the taxes that could be withheld from a person’s$2000 paycheck:

• Social Security tax (6.2 percent of your total [gross] pay) = $124 (note: your employer contributes an additional 6.2%). (Note: These numbers sometimes change and can vary over time.) • Medicare tax (1.45 percent of your total [gross] pay) =$29
• Income tax (as indicated by your form W-4) = $220 Your take-home (net) pay is$1,667. Therefore, you don’t really have $2000 to spend after taxes. You may get less money if other things are withheld such as payments to retirement plans or health benefits. These, however, are not payroll taxes. U.S. Government IRS logo, public domain, via Wikimedia Commons FILING A TAX RETURN At the end of the tax year, most people are required to file an income tax return IF they earned over a certain amount of money for the year. Sometimes you get some of the tax money back if you paid too much. Sometimes you pay more if you didn’t pay enough. This will be determined when you complete and file a tax return. Often, young people earn too little money to pay taxes. That means that either they won’t have payroll deductions, or they will get all payroll deductions back. They will file their taxes using special forms provided by the IRS such as 1040, 1040A, and 1040EZ. What determines how much tax you get back OR how much you have to pay? There are many things that determine this. We will consider only two things that affect how much tax you pay. Your filing status is the first thing that affects how much you pay. Everyone must choose one of the following tax filing statuses: single, head of household, married filing a joint return, qualifying widow(er) with dependent child, or married filing a separate return. Each filing status has a different standard deduction. The size of that deduction affects how much total tax you will have to pay. “Deductions” refer to deductions from your income that reduce taxes. There are two kinds of deductions: 1. the Standard Deduction (which is different for each filing status listed above) 2. the Itemized Deduction (a list of personal deductions that sometimes total more than the standard deduction) Most people should choose whatever deduction is larger so that they pay taxes on a smaller income; therefore, they pay less tax. Furthermore, you would choose to “itemize” deductions only if your itemized deductions total more than your standard deduction. (Now VISIT URL #1 to learn more about taxes, and click through the 9 pages of the tutorial.) After reviewing URL#1 mentioned above, proceed to the “Assignments, Quizzes, and Tests” section for 1.10. to take an online quiz (rather than submit an assignment). The quiz submits itself automatically. You MUST score at least 8 to receive credit for the assignment, but don't worry if you don't get 8 or higher the first time since you can retake the quiz as many times as you need. Only your last quiz attempt appears in the grade book. You may continue to increase your score if you want (8 = B, 9 or 10 = A). Take the assignment 1.10 quiz now (in the Assignments, Quizzes and Tests area of the main class page). 01.10 Taxes quiz (Financial Literacy)  computer-scored 10 points possible 20 minutes Take the quiz. You must score 8 or higher on this quiz to continue. If your score is lower, simply re-take the quiz as many times as you need after examining the review of the questions that appears at the end of the quiz. Pacing: complete this by the end of Week 3 of your enrollment date for this class. 01.11 Unit 1 Test (Financial literacy)  When you have finished the assignment 1.10 quiz and all the unit 1 assignments, you may take the 20-question Unit TEST 1. It requires no password. (In fact, only the final proctored test for 1st quarter will require a password.) Good luck as you now complete the Unit 1 test. IMPORTANT NOTE: the test is not complete until you click the “submit button” at the end of the test. Many students forget and do not receive credit for the first test. Also, you may retake the unit 1 test (and all other unit tests) as many times as you like to raise your grade and better learn the material. 01.11 Unit 1 Test (Financial literacy)  computer-scored 100 points possible 45 minutes After you have submitted all unit 1 assignments, take this unit test. Pacing: complete this by the end of Week 3 of your enrollment date for this class. 01.15.01 Destinos 5 Places Google Earth Tour  teacher-scored 50 points possible 90 minutes Let's create a Google Earth Tour! This assignment comes right before the final review quiz for Unit 01. Use the Google Earth (GE) Tour above called Example_Destinos_5_Places_PatLambrose.kmz as an example tour. For ideas about why these geospatial skills are important, view the Geospatial Revolution Episode 1 Video in links below. Download Google Earth if you do not have the program on your computer. See Google Earth links below for additional help. Open Google Earth, then Select File, Open, and browse to the folder on your hard drive for the Example_Destinos_5_Places_PatLambrose.kmz file. Refer to this example tour as a guideline as you build your Destinos 5 Places Google Earth Tour. Note: This file will be under Temporary Places in the Table of Contents screen. Once all 5 places are located and placemarks created, save your GE Tour as follows: Destinos_5_Places-YourFirstNameYourLastname.kmz Be sure to save your kmz file on your hard drive where you will remember. See detailed instructions for this assignment in the PDF file listed above. The file name is Destinos_5Places_GE_Span_Q1.pdf. Once your GE Tour is completed, submit the Google Earth Tour KMZ file to your teacher as an assignment.  Geospatial Revolution Episode 1 Video http://geospatialrevolution.psu.edu/episode1Download Google Earth Programhttp://www.google.com/earth/index.htmlAnnotating Google Earth: Steps to add Placemarks, Images, Lines, etc.http://earth.google.com/outreach/tutorial_annotate.htmlHow To Make A Google Earth Tour (Video Tutorial)http://www.schooltube.com/video/fd4b59e72cce7ed4bce2/How-To-...Google Earth Tour Creation (Video Tutorial)http://www.youtube.com/embed/nuJwarqTLQA?wmode=transparent&r...Google Earth Outreach- Tutorials to create maps with Google Earth and Mapshttp://earth.google.com/intl/en/outreach/tutorials.html 01.2.3 Standard 1 Assignment (PE Skills)  teacher-scored 30 points possible 100 minutes PLEASE NOTE: THIS ASSIGNMENT WILL TAKE THREE WEEKS TO COMPLETE. You many continue on with your other assignments, and submit this assignment at the end of the three weeks. You may want to complete the first part of the assignment and save it, as you just read the course material and hopefully still fresh in your mind. Copy and paste the section between the lines of asterisks into a word processing document on your computer. Complete your work, and save a copy for yourself. Then submit your work by pasting it in to the assignment submission window for this assignment. Please put all answers in bold or UPPER CASE. ********************************************************************** 01.04 Standard One in Action NAME: DATE: Answer in complete sentences or paragraphs, using boldface for your answers. 1. Give me an example of a sport or physical activity that requires balance, an activity that requires coordination, one that requires agility, and one that requires all three. 2. What things do you do to include physical activity during the day? (This could include chores, soccer, taking the stairs, etc.) 3. What do you think you could do to increase your physical activity? List at least three options, and evaluate each of them. 4. In Topic 2 under STANDARD ONE, you read an article titled "Easy Exercises For Teens," and the article gave you an example of three different exercises: sit backs, chair squats, and butterfly breath. ASSIGNMENT *FIRST WEEK do each of the exercises listed above ten times a day for any five days. *SECOND WEEK do each of the exercises listed above fifteen times a day for any five days. *THIRD WEEK do each of the exercises listed above twenty times a day for any five days. Therefore, this assignment will take you THREE weeks to complete. After the three weeks, answer the following questions: 5. What got easier or harder by the third week? 6. What did you like or dislike about each exercise? ************************************************************************ 02.00 Savings (Financial Literacy)  Tiff and Cameron video, part 2 (Save)https://pp2.ehs.uen.org/2012-02-09/Financial+literacy+%2522S... NOTE: This video can take from 3 to 12 minutes to load. I suggest you go ahead and try it, but feel free to open another screen and work on the next activity while it is loading. The video makes the class more interesting but does not contain critical information. Your computer needs to have QuickTime installed to view this video. To view it, click the link then click the play button. 02.00.01 Discussion board participation (English 9)  teacher-scored 20 points possible 25 minutes Topic for this unit: Why is it important to have a home? One of the key skills in most jobs (and many family and volunteer situations) is the ability to listen carefully to other people's ideas, and respond with meaningful questions or elaborations. In the online environment it is difficult to have a live discussion, but we can use a discussion board--see the "Discussions" button on the left of the class-- to exchange ideas and respond to each other. There will be a topic question posted, and your assignment is to post four times - • one initial, original response to the question • thoughtful responses to two other student's initial posts (choose at least one that has not yet had a response, if there are any), and • one additional response, either a reply to someone else's response to your initial post, or a reply to another student's reply to your response to their initial post (that was awkward to explain!). Before you write your original response, look at the pictures and read the poems and articles in the links below. When your four posts are complete, copy and paste them into the assignments submission window, too. Scoring: Each of your required posts will receive a score of 1-5. OF COURSE, your posts should be courteous, respectful and constructive. To receive maximum points, try to include at least three of the following in your initial post: • Respond directly to the topic question with a statement of what you believe and why. • Provide evidence for your belief in the form of personal experiences, examples from works of literature we've read in this class or you have read on your own, statistics, logic, examples from science or history, and/or short direct quotes (be sure to include the author/source of any quotes) • Clearly explain the reasoning or logic behind your belief; consider cause and effect or problem and solution • Be specific and concrete. • Ask authentic questions about your ideas. (An authentic question is one you don't know the answer to yourself, and that a person probably couldn't find an answer to by a quick internet search.) To receive maximum points, try to include at least three of the following in your reply posts: • Summarize what you think the other person's main point was, in your own words. That way s/he will know whether you understood. • Ask questions about points you don't understand after carefully reading what the other person wrote. • Offer evidence [in the form of personal experiences, examples from works of literature we've read in this class or you have read on your own, and/or short direct quotes (be sure to include the author/source of any quotes)], either supporting or disagreeing with the other person's point. • Point out strengths or weaknesses in the person's reasoning/logic. • Make connections between the ideas of other students • Broaden the discussion by relating something in the other person's post to a more general topic. •  Score Criteria 5 Includes at least three of the types of content (listed above); shows excellent depth of thought, understanding and originality; demonstrates exemplary conventions 4 Includes at least three of the types of content (listed above); shows depth of thought, understanding and originality; demonstrates mostly accurate conventions 3 Includes at least two of the types of content (listed above); may show some depth of thought, understanding or originality, but is more general or superficial; may contain some conventions problems, but also some correct conventions 2 Includes at least one of the types of content (listed above); lacks depth, detail and/or originality; may contain many conventions problems 1 Insufficient or irrelevant response; lacks depth, detail and/or originality; may contain many conventions problems Pacing: complete this by the end of Week 2 of your enrollment date for this class. 02.00.01 Warm-up Activity (Citizenship)  teacher-scored 30 points possible 60 minutes One of the purposes of this class is to prepare you to vote. Write an essay (at least 250 words) and tell me why you think people closest to your age group (18-24) have the worst record in voting of any age group. State your position (the reason why you think 18-24- year-olds vote less than other age groups), and support it with evidence, examples and reasons. You will need to do some research to find evidence, but you should also think about it yourself, and use your experiences to help you understand this issue.  Structure Content Points possible Introduction (one paragraph) Begin with the percentage of voters 18-24 compared to other age groups. (You will need to do some research to find this.) Then state your position (what you think is the most important reason). 5 points Evidence (one paragraph) Explain at least one piece of evidence you find in your research that helps support your position. Be sure to document your sources. 5 points Evidence or examples (one paragraph) Explain another piece of evidence, or specific examples from your own observations or research, that help support your position. Be sure to document your source. 5 points Defend your position (one paragraph) Explain one piece of evidence or an example that seems to disprove your position, and why your position is still correct in spite of this. Be sure to document your sources. 5 points Conclusion (one paragraph) Sum up your argument, and suggest at least one thing that could be done to improve voting participation among 18-24 year olds. 5 points Works cited List all books and websites you used in researching this issue 5 points A credible source of research is the EBSCO database in the Utah Pioneer Library. Login into the Pioneer Library using the username and password found on the page the main announcement page (the one that pops up first before you click on your class when you first login). Click on EBSCO, then click on "Student Research Center (High School and Middle School)." You can use keywords such as "voter apathy" or subject headings such as "Voting, Statistics" to get to relevant research. You can also use other search engines, just make sure you have academic, credible research. Pacing: complete this by the end of Week 3 of your enrollment date for this class. 02.01 Electronic Mail Presentation (Computer Technology)  Run this presentation while taking notes using the Email Module PowerPoint Guide. (See attachments.) 02.01 Flexibility (Fitness for Life)  Explain the principles of warm-up and cool-down as they relate to proper stretching, active vs. passive recovery, and injury prevention and rehabilitation. Explore concepts related to flexibility, e.g., genetics, static vs. ballistic stretching, and joint variations. By Shustov (Own work) CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0), via Wikimedia Commons Watch the unit 2 presentation (PowerPoint attachment above, or links to online video version, below). If you have trouble downloading the PPTX file, right-click the file and tell it to download to your local computer and open it that way.  Stretching and Flexibilityhttp://www.exrx.net/ExInfo/Stretching.htmlHow to Increase Flexibility videohttp://www.ehow.com/video_4971790_increase-flexibility.html  Required: Unit 2 presentation (video version) part 1https://pp2.ehs.uen.org/2012-02-01/Fitness+unit+2+presentati...Required: Unit 2 presentation (video version) part 2https://pp2.ehs.uen.org/2012-02-01/Fitness+unit+2+presentati... Use these links to view the unit 2 presentation in video version online. It is split into parts so that it will download quickly. When the link opens, click the middle of the viewing box then the play icon in the lower left of the viewing box to start the video. 02.01 General safety issues (Horse Mgt) General Safety Issues Safety issues can be divided into two categories: keeping people safe while working with horses, and keeping the horses safe. Keeping People Safe Around Horses Horses are by nature timid animals, and few horses will deliberately hurt a human being, unless the horse is badly frightened and feels it cannot escape. However, because of the horse's large size, it can often hurt someone unintentionally. If you fall off a horse, or get stepped on, you may be hurt in spite of the fact that the horse did not intend to hurt you. The most important safety issue while riding is to protect your skull, and the brain inside it, by wearing a helmet. Most deaths and serious injuries from riding are the result of head injuries. These are mainly preventable by the use of ASTM-approved helmets, which these days are comfortable, light weight and under$50. Helmets are far more important for horsemen than for bicycle riders, because of the simple fact that your head is much farther from the ground when you ride a horse than when you ride a bicycle. A law of physics says that the farther an object falls, the faster it will be going when it hits the ground. In the case of your head, a concussion or skull fracture is a likely result of a fall from a horse. Maybe you are willing to take your chances of dying from a head injury - but are you willing to live as a brain-damaged individual, with possible loss of coordination and/or ability to walk, talk, feed yourself and function mentally? Everyone who rides a horse should wear a helmet, every time they ride.

The next most important way to protect yourself while riding or handling horses is to make sure you will not be caught in the saddle or other equipment and dragged if you fall, or if the horse gets out of control. Wear a proper riding shoe or boot with at least a 1/2 inch heel whenever you ride in a saddle with stirrups, so that your foot will not slip through the stirrup and be trapped. Don't ever wrap reins, leadropes or anything else attached to the horse around any part of your body. A few years ago a teenager was killed when she tied her horse's leadrope around her waist because there wasn't a post to tie to, and the horse became frightened and dragged her. Consider whether jewelry or clothing you wear might get caught on something.

Whenever you are around horses, you should be alert and aware of what the horse is doing. Do not make sudden quick movements or loud noises which might startle the horse. If you are close to a horse, keep one hand on the horse so both of you are aware of each other. When you walk behind a horse, either walk at least 10 feet away (to be out of reach of a kick), or - with a horse you know to be gentle - put one arm over the hindquarters and walk right next to the horse, where you will not startle the animal, and if it did kick, you would probably just be pushed away without serious injury.

Don't engage in rowdy, wild play either around horses or while riding. Don't trot fast or gallop on paved roads. If you want to see how fast your horse can go, even if you are a good rider, do it on a race track, not out in a field or along a road where there may be unseen hazards. Always be mindful of other horses and riders in the area so that you don't cause problems for them, or vice versa.

If you need to lead a horse past something frightening, put yourself between the frightening object and the horse, so that if the horse jumps away, it will also be jumping away from YOU, not over the top of you. While working around a horse, keep your feet under you in case you need to move quickly - don't kneel or sit on the ground.

Most importantly, for your safety and the safety of the horse, you must understand how horses think and react, and anticipate what might cause problems so that you can prevent a situation from becoming dangerous.

Don't pressure a frightened horse.

Many accidents or injuries are caused by a person who misjudges the horse's state of mind, and continues trying to work, train, or handle a horse who has become too frightened or upset to think clearly. When teaching a horse something new, whether it is to load into a trailer, carry a rider, sidepass, follow a calf, or whatever, it is necessary to put some pressure on the horse - take him a little out of his comfort zone so he learns the correct response to an unfamiliar feeling or situation. A great horseman is someone who knows exactly how long or how far to push the horse before backing off, so that the horse learns something new without "losing it". A great trainer can bring the horse along without battles and blow-ups. The more frightened a horse it, the less likely it is that he is learning anything, and the more likely it is that WHAT he is learning is that he is stronger than you - and that one or both of you is about to get hurt.

Keeping Horses Safe

Many of the rules that apply to keeping you safe also help the horse. For instance, if you were to get hung up and dragged by a horse, the horse would be much more frightened and likely to get hurt than if it just got loose without anything dragging.

Clean up clutter in horse barns, corrals, pastures or walkways. Check for any sharp or jagged edges, protruding nails, baling wire or twine, and bent or broken fence posts. Horses should never be within reach of electrical wires or cords, or glass windows. Fences need to be high and strong enough to prevent horses from escaping, and gates should be securely fastened, preferably with at least two closed gates between the horses and any opportunity to get out on a road. Fences must also be easily visible so that a running horse has time to stop before hitting the fence.

Don't crowd too many horses into a small corral - they are more likely to kick or bite if crowded. Pay attention to the temperaments of horses kept together - a very aggressive horse should not be paired with a very timid horse who will be beat up, nor should two very aggressive horses be kept together. In large pastures, there is usually enough space for the 'lower-in-the-pecking-order' horses to get away from bossy horses, but corners, sheds, or gateways may be places where a horse can be trapped and kicked. As a general rule, it is better to keep geldings with geldings and mares with mares, but depending on individual personalities, a gelding and mare may get along fine with each other. Stallions need extra-high, extra-sturdy fences, especially during breeding season. Stallions have been known to crawl under fences, jump or climb over fences, or push through fences to get to mares! Electric stand-off wires are a good idea to keep horses from challenging fences.

Keep feed (especially grain) locked up so that horses can not get access to it if they happen to get loose.

Weather and Safety

Like humans, horses are sensitive to heat and cold. However, horses are meant to live in a slightly cooler environment than humans. Humans are most comfortable when temperatures are in the seventies. Horses are most comfortable when temperatures are in the fifties or low sixties, and in their natural winter coats, are fine even when temperatures are down into the teens or single digits as long as they have protection from wind or freezing rain (horses who have been clipped need to be blanketed and/or kept in stalls in cold weather). However, horses working in hot, humid weather (heat index over 90) need to be monitored closely for signs of dehydration, heat exhaustion or heat stroke, and offered regular drinks of plain water and water with dissolved electrolytes.

Lightning is a safety issue with horses. In places like Florida where there are many thunderstorms, horses are routinely brought into barns to protect them from lightning. A horse is often the tallest object in an open area, and so attractive to lightning. If you are riding and a thunderstorm catches you out in the open, try to tie your horse to a small tree or non-conductive fence, and then crouch in a low area well away from the horse until the lightning is over. I have known several horses killed by lightning.

Strong winds often make horses nervous and flighty, especially if there are things blowing across the ground or making noise. Wind storms can also bring down large branches or even trees, potentially striking a horse directly, or frightening it into bolting into a nearby fence.

Also take into consideration what weather has done to the footing. Slippery ground (mud, ice, and/or snow) increases the chances a horse may slip or fall, injuring itself or a rider.

 Equestrian helmet fact sheethttp://asci.uvm.edu/equine/law/amea/feb00nws.htm#factTrue helmet safety storieshttp://www.horse-sense.org/stories/Horsemanship safety articleshttp://asci.uvm.edu/equine/law/articles/articles.htmSafety around horseshttp://www.equiworld.net/safety/index.htmWorking safely around horseshttp://horses.about.com/od/basiccare/a/horsesafety.htmCourtney King Dye - before her accidenthttp://www.youtube.com/embed/9ccUuVowyEQ?wmode=transparent&r...Courtney King Dye (USET Olympic rider) talks about her accidenthttp://www.youtube.com/embed/awJDYBhBPzk?wmode=transparent&r...Maximizing Equestrian Safetyhttp://www.ridingtours.com/equestrian-articles/equestrian-sa...

02.01 Introduction to Argument (English 9)

 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Patrick Henry addresses the Virginia Assembly, in the 1770's: Currier and Ives, copyright expired, via Wikimedia Commons

"Argument?" you say. "I'm good at that--just ask my parents!"

In current usage, "argument" means a discussion (often angry) between two or more people who disagree on something. However, that is not the way we will be using "argument" in this class.

The classical meaning of "argument" (remember that 'classical' refers to the Greek and Roman period, about 2000+ years ago) had to do with persuasion.  That is how we will use the word in this class. The words "rhetoric" and "discourse" have related meanings. Many of our ideas about rhetoric are based on the work of the Greek philosophers/teachers/writers Plato and Aristotle.

Ethos, Pathos and Logos

Aristotle classified the techniques of rhetoric into three categories. Their Greek names are ethos, pathos and logos.

Ethos has to do with the speaker/writer himself (or herself) and his/her credibility or authority.
Do you trust the speaker? Do you like him/her? Does s/he have a reputation for being honest and accurate? If you answer "yes" to those questions, you are more likely to be persuaded to agree with the speaker. An attractive, charismatic speaker who seems to have a strong belief in his/her message will persuade or motivate more listeners.  A person's style of writing or speaking can have a major effect on whether you believe what s/he is saying.  In recent decades, many politicians running for president or other major offices have made a deliberate effort to seem more "folksy" or "down to earth" (think "Duck Dynasty") rather than more educated or sophisticated.

Pathos has to do with emotional reactions.
Appealing to listeners' concerns or hopes, the speaker tries to arouse fear, anger, shame, sorrow, happiness or sympathy, often using 'loaded language'--words calculated to 'push your buttons.' (If you're thinking of political speeches or commercial advertising, you're on the right track.) References to patriotism or loyalty to one's group; examples of wounded veterans, dying children, abused animals, or unemployed people losing their homes; or images of sexy models, happy families, beautiful scenery, or the trappings of wealth are all often used to manipulate viewers' and listeners' emotions. It is human nature to be easily swayed by emotion.

Logos has to do with logic, knowledge, reasons, and facts.
The use of statistics, scientific studies, cause-and-effect relationships, and parallels from history are all examples of logos. Note, however, that logos can be used to mislead as well as to impart accurate information. A speaker who is working from false premises will arrive at false conclusions, even using logic.
Logos should be the most important basis for persuasion, but generally, people are more easily persuaded by personal appeal and emotion. Why do you believe the things you do? Probably, in most cases, because your family members or friends believe those things.

In this class, we will use 'argumentation' to mean logos--the use of logic and evidence in communication. Just as a poet or fiction writer uses carefully-chosen specific details to shape and clarify a poem or story, a writer of argument uses facts, examples and evidence to shape and clarify the meaning.

How is argument different from persuasion?

The purpose of persuasion is to convince others of something. The purpose of argument is to determine the truth about something. That said, argument may sometimes be used as part of persuasion.

How is an argument different from an opinion?

All of us have opinions. We may like school, or we may not like school. We may oppose abortion, or war, or higher taxes, or discrimination. We may think fried chicken is better than pizza or vice versa. Those are our views, or opinions. Sometimes your opinion may differ from someone else's opinion, and the two of you disagree. That is still not an argument. When we begin using logical reasons or evidence to determine whether a certain view is correct, then we are using argument.

For example:
From the Declaration of Independence:

"We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed. That whenever any form of government becomes destructive to these ends, it is the right of the people to alter or to abolish it, and to institute new government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their safety and happiness. Prudence, indeed, will dictate that governments long established should not be changed for light and transient causes; and accordingly all experience hath shown that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same object evinces a design to reduce them under absolute despotism, it is their right, it is their duty, to throw off such government, and to provide new guards for their future security."

OK, let's analyze:

Does it contain examples of the use of 'ethos'?
Not much that we can see here. It doesn't mention anyone by name, and it wasn't delivered as a speech, so we can't pin it to any particular person's reputation or charisma.  However, the careful choice of words, some of which seem a bit difficult nowadays, was meant to give it more credibility among the people and governments of the time (both the American people, and other countries that would need to decide whether to recognize the new, United States as a legitimate nation).

Does it contain examples of the use of 'pathos'?
It does use some 'loaded' language (suffer, evils, abuses, usurpations, despotism). However, it doesn't contain any specific, graphic images, so it doesn't elicit strong emotions--the appeals to pathos are minimal.

Does it contain examples of the use of 'logos'?
Yes, for sure. It is constructed in a very logical manner. It starts with premises (the list of the unalienable rights, the purpose of government, and the rights of people to change their government); it proceeds to explain how human nature tends to put up with problems rather than make major changes; and it ends with the claim that people have a right and duty to change a government that does not respect their rights.

The graphic below illustrates another way of looking at disagreements. The top three levels fall into what we would consider 'argument.'
Graham's Hierarchy of Disagreement: Rocket000 image, Wikimedia Commons, public domain

Consider some examples, using the terms in the hierarchy:

Name-calling:  we all know what this is!  This is how pre-schoolers argue - "You're just mean!" "It's not fair!"  As people get older (but not necessarily more mature), this turns into "You're a *^&%*@(*&%!"

Ad hominem:  This is saying someone is wrong just because we don't like his or her character or personality.  If we don't like someone, we are often suspicious of their ideas.  We see this both in personal life and in politics - "You can't believe a word he says!"  "If she opens her mouth, she's lying!"  It takes a certain amount of openness and maturity to be willing to admit that even people we don't like, do sometimes have good ideas and can be right.

Responding to tone:  It is easy to react to HOW someone says something instead of to WHAT they say.  We often reject ideas that are presented in an angry or accusatory tone, turning that tone back on the speaker. "If she expects us to listen, she should treat us with respect first!" Unfortunately, this often results in reverting to name-calling, but even if it doesn't, we need to look beyond the tone or emotions of the person presenting the argument to examine the facts and evidence.

Contradiction: At least a contradiction responds to the argument, rather than the person or tone, but a simple contradiction doesn't offer any reasons or evidence.  "You're wrong." "Mr. Jones' ideas about climate change are incorrect."

Counterargument:  Finally, this is getting into useful territory.  A counterargument includes a reason or evidence for why the argument is wrong.  "You're wrong. The bus trip will cost a lot more than you have budgeted."  "Mr. Jones' ideas about climate change are incorrect because his computer models are over-simplified."

Refutation: A refutation offers reasoning and evidence to explain why/how one aspect of the argument is wrong. "If you include the cost of fuel - $3.90 per gallon, to go 350 miles at 7 miles per gallon - the bus trip will cost much more than the$300 you have budgeted for a driver and meals."

Refuting the central point: If you can analyze the whole argument to identify the main idea supporting it, and then offer reasons and evidence why that main idea is wrong, that is more effective than just refuting one point in the argument. "Mr. Jones' ideas about climate change are incorrect not only because his computer models don't take the effects of heat on evaporation, ocean currents and prevailing winds, but more importantly, because his data only go back 20 years.  This is far too short a time to support any conclusions about climate, as short-term weather patterns can vary immensely and skew the results."

Logical Fallacies

Many people accidentally - and some people deliberately, especially if they are trying to sell something or win an election - use faulty logic.  There are common types of mistakes in logic, and many have been named ("ad hominem" is one).  Two more common logical fallacies are called

• "bandwagon" (or "everybody's doing it): This fallacy suggests that something popular must be right or good:  "Join the millions of satisfied customers who already benefit from our product."  "Everyone is voting to re-elect our senior senator."
• "begging the question" (or "circular reasoning"):  This fallacy occurs when your conclusion is no different than your reason:  "I don't have time to do my homework this weekend because I'm too busy." ("Too busy" and "don't have time" are two different ways of saying the same thing: neither is the cause of the other.)

Propaganda

Propaganda is persuasion gone over to the "dark side".  Propaganda deliberately uses deceptive persuasive techniques to try to change people's beliefs and actions (including how they spend money).

Propaganda tries to convince people of something. It is not a single technique, but a combination of persuasive techniques. The idea or feeling spread by propaganda may be true, partially true, or not true at all, but the purpose of the propaganda is to persuade people to believe regardless of whether the idea is true. The word "propaganda" comes from the same root as the word "propagate", which is much used in the plant industry, where propagate means to reproduce and grow many plants of the same kind. Propaganda reproduces and "grows" a particular idea.

The word for advertising originally had to do with spreading information, publicizing. Now we usually associate advertising with media that tries to persuade us to buy something (though it may serve other purposes - for example, persuading us to vote for a certain candidate, or to attend a certain event).
The work of advertising and propaganda overlap, and they use many similar techniques. A few of the common techniques are listed below.

• REPETITION:

Probably the simplest propaganda technique is simple repetition, which is based on the proposition that if people hear something often enough, they will begin to believe it - or at least come to recognize and remember the name. Radio, TV, magazine and billboards may simply state (over and over again): "Silver Edition toothpaste is the best!" or "Jane Smith will make a great governor!" Repetition is often paired with the next technique:

• GLOWING GENERALITIES:

Generalities are statements which make broad claims, without specific explanations, proof or examples. For instance: "Mr. Candidate is the best man for the job!" Best in what way? According to whose judgement?
Truth-in-advertising laws often make exceptions for claims like "The fastest service in the universe!" because we (the public) are expected to understand that the claim is an exaggeration, not intended to be taken literally.
Generalities in advertising are usually in glowing, positive terms like the two examples above. However, some ad campaigns may use negative generalities:
"Candidate G is irresponsible with public money!"
"Using other brands may ruin your reputation!"

Negative generalities may degenerate into name-calling. In the 50s and 60s, many people who opposed war were called Communists, or "red". Propaganda often tries to polarize the community, suggesting that everyone must be either on one extreme or the other. In recent years, many people who worked for compromises on environmental issues were labelled "tree-huggers" by those who opposed government regulations on land use, and accused of "selling out" by those who favored strict regulation.

• EXPERT or CELEBRITY TESTIMONIAL

Some ads feature an expert(or group of experts) who testifies that the product is good:
"98% of doctors recommend BrandX painkiller."

This technique is most reasonable if the person testifying is actually an expert on the pertinent topic. Doctors may reasonably be considered experts on health matters; lawyers, on legal matters; a beauty queen might be an expert on make-up.

Often, however, the person featured in the ad is just famous (a celebrity).
A rock star may recommend voting for a certain candidate for president. A sports star may recommend a certain brand of car. In these cases, the person is not really an expert. The advertiser hopes that we will believe people who are famous, just because they are famous. Closely related to this ploy is the next technique:

• ASSOCIATION (also called TRANSFER)

Many ads that feature famous people don't actually have the celebrity make claims for the product - they simply show the celebrity wearing, using, or near the product. These ads hope we will associate the product with the famous person, and will want to buy it/vote for it so that we will feel more like this person we admire.

Many ads use association to try to connect their product with something we see as desirable, rather than with a famous person. Most ads show happy, beautiful, slender women or good-looking, well-built men in the hopes that we will associate the product with being happy or having a good-looking boyfriend/girlfriend. This kind of advertising implies that if we buy the product, we may become (or seem) more beautiful, sexy, glamorous, happy and successful. Advertisers or propagandists hope we will transfer our positive feelings about what we see or hear to the product. An example of political propaganda using association/transfer was in the 2008 election, when opponents of Obama made a point of calling him Barack Hussein Obama, hoping voters would associate him with Saddam Hussein, or with Muslim extremists in general. At the same time, opponents of McCain were trying to show Senator McCain with President Bush, hoping voters would associate McCain with some of the unpopular policies of the former President.

02.01 Making healthy food choices (Health II)

 Standard 2, Objective 1a: Describe the primary nutrients and their functions.

Nutrition Objectives Objective 1

a. Describe the primary nutrients and their functions. Lesson Material: Using the link listed at the bottom, go to the website and read about the six primary nutrients. (You may need to click on the subcategories within the text or at the bottom to find all the information you need.) After reading the information, complete the nutrients assignment 02.1.1.

b. Evaluate how the United States Department of Agriculture’s Seven Dietary Guidelines and the most current Food Guide Pyramid can enhance proper nutritional choice. Lesson Material: Using the Dietary Guidelines link below, click on the pdf file for dietary guidelines. (Don’t print this document as it is 112 pages when printed. You may want to print out just the pages you need.) Read the following out of this file:

1. Executive Summary and Key Recommendations (pages viii – xi in the document; using the page counter at the bottom of the pdf file is pages 10-13)
2. Chapter 2--Balancing Calories to Manage Weight
3. Chapter 3--Foods and Food Components to Reduce

Use the MyPlate link below, click on the News and Media tab and watch Secretary Vilsack's video (2 minutes). Complete the assignment 02.1.2 on Dietary Guidelines.

c. Analyze and employ health food choices (e.g. reading food labels, calculating caloric intake). Using the MyPlate link below, click on "Daily Food Plan". Fill out your information and get your personalized plan. Go complete the assignment 02.1.3 on daily caloric intake.

d.  Go to the Food Labels website and read about food labels. After reading this, complete the assignment 02.1.4 on food labels.

 Required: the six primary nutrientshttp://www.faqs.org/nutrition/Met-Obe/Nutrients.htmlRequired: Dietary guidelineshttp://health.gov/dietaryguidelines/2010.aspRequired "My Plate" food guide: SuperTracker Videohttps://www.youtube.com/watch?v=Nzc2pi5dpH8Required: "My Plate" food guide: Click on Daily Plan, and enter the information asked forhttp://www.choosemyplate.gov/supertracker-tools/daily-food-p...TEMP ARCHIVE VERSION OF Required: "My Plate" food guide: Click on Daily Plan, and enter the information asked forhttp://web.archive.org/web/20130805101412/http://choosemypla...Required: Food labelshttp://www.fda.gov/food/ingredientspackaginglabeling/labelin...Required: Changes Made to the Food Labelhttp://www.nytimes.com/2016/05/21/health/fda-nutrition-label...My Pyramid Trackerhttp://www.choosemyplate.gov/supertracker-tools/supertracker...Teen Nutrition and Fitnesshttp://www.pamf.org/teen/health/nutrition/

02.01 Movement (Participation Skills and Techniques)

Movement: Movement is the key to physical activity. Our muscles, bones, and joints work together whenever we move, even if it is a small movement. At a young age we practice getting control of our movements, such as when we learn to hold our heads up as a baby, learn to crawl, learn to walk, learn to hold a fork, etc. It is important to understand how our muscles, bones, and joints work, and it is more important to keep them healthy. *CLICK on the first link, "Bones, Muscles and Joints," to find out how important our muscles, and bones, and joints are and how they work together. Be sure to click on ALL the pages. You need to know how many bones we have, what makes them hard, how many muscles we have, what connects them, what kind of joints we have and what their names are.

*CLICK on the second link, "Strength Training," to learn more about the importance of strength training and the safe way to do it. Make sure you know what type of activity and exercise strength training includes. Make sure you click on each page of the article.

Warm Up, Cool Down, and Stretching: To keep our muscles, bones, and joints healthy, it is so important to warm up before beginning any activity, and cool down after any activity. Read the article know know the amount of time suggested to warm up. Our muscles love to be stretched, even though it doesn't feel that way sometimes, but it is critical to stretch correctly to avoid injury. *CLICK the third link, "Stretching," for instruction on warming up, cooling down, and stretching. Again, make sure you click on each page of the article to find the information needed to answer the questions on the quiz.

 Bones, Muscles, and Jointshttp://kidshealth.org/teen/your_body/body_basics/bones_muscl...Strength Traininghttp://kidshealth.org/en/teens/strength-training.html?WT.ac=...

02.01 Movement (PESkills)

 Go to Wikipedia and look up "movement." Movement is the key to physical activity. Our muscles, bones, and joints work together whenever we move, even if it is a small movement. At a young age we practice getting control of our movements, such as when we learn to hold our heads up as a baby, learn to crawl, learn to walk, learn to hold a fork, etc. It is important to understand how our muscles, bones, and joints work, and it is more important to keep them healthy. READ THE FOLLOWING ARTICLE to find out how important our muscles, bones, and joints are, and how they work together. Be sure to check out the DIAGRAMS on the right hand side of the article.

02.01 Movement(PESkills)

 Bones, Muscles, and Jointshttp://kidshealth.org/teen/your_body/body_basics/bones_muscl...

02.01 Nutrients assignment (Health II)

 teacher-scored 46 points possible 45 minutes

Copy and paste the section between the lines of asterisks into a word processing document on your computer. Complete your work and save a copy for yourself. Then submit your work using the assignment submission window for this assignment.

*******************************************************

Complete numbers 1-5 following the instructions below:

1. Using the information from the website on the six essential nutrients, make and fill out a chart like the one below. (33 points possible)

 Nutrient Name Functions Sources Toxicity symptoms/Deficiency symptoms A. ________ B. ________ C. ________ Type:1 Type:2 Type 1: Type 2: Type1: Type 2: D. _________ Type 1: Type 2: Type 1: Type 2: Type 1: Type 2: E. _________ Type 1: Type 2: Type 1: Type 2: Type 1: Type 2: F. _________

Answer the following questions based on what you've learned from the lesson material (links) and chart:

2. What happens if the carbohydrate supply is too low for the body? (1 point possible)

3. What are kwashiorkor and marasmus? How are they caused, and what are the effects?(6 points possible)

4. How much water should an average adult person consume daily? What about an active teen?(1 point possible)

5. Should you consume more of saturated or unsaturated fats? Why? (2 points possible)

6. How might an individual’s physical, mental and social well-being be affected by not consuming enough of the nutrients? (3 points possible)

************************************************

Pacing: complete this by the end of Week 4 of your enrollment date for this class.

02.01 Political Parties (Citizenship)

Political Parties
Political cartoon featuring the Republican symbol (the elephant): "Judge" magazine, 1904, public domainPolitical cartoon featuring the Democratic symbol (the donkey): from "Harper's Weekly" magazine, 1870, public domain

Political parties are not an 'official' part of our government. You may have noticed they are not mentioned in the Constitution. In fact, some of our Founding Fathers didn't like the idea of political parties, at least in theory.

In practice, though, political parties have always been part of the process of governing the United States. Forming groups of like-minded people seems to be human nature (think about the way students at your school seem to group themselves, and the gatherings of different religious groups in the world).

In the United States, we nearly always seem to have two major political parties (though, if you look back through history, it hasn't always been the same two, and if you look at other countries, some have only one major political party, and some have more than two). There are advantages and disadvantages to a two-party system.

For over a hundred years now, the Democrats and Republicans have been the two major parties in the United States. 'Red states' usually vote Republican, and 'blue states' usually vote Democratic. Each party tends to blame the other for whatever is currently going wrong. This is nothing new--it's been going on since early in our history.

Define each of the topics and vocabulary below to better understand this lesson:

 political party two-party system one-party system proportional representation coalition independent voter political patronage representative democracy major parties minor parties

02.01 Recognizing types of persuasion and argument (English 9)

 teacher-scored 20 points possible 30 minutes

At any given time, political candidates and elected officials are arguing various issues (and using other persuasive techniques). Your assignment is to  analyze the excerpts below to see what aspects represent ethos, pathos and logos. Your explanation of why you think the example is an example of one of these types is the most important part of this assignment.

These examples were taken from persuasive or argumentative speech or writing -  editorials (opinion pieces) and speeches.  Straight news stories or advertising are not good sources for this purpose.

Copy and paste the section between the lines of asterisks into a word processing document on your computer. Complete your work, and save a copy for yourself. Then submit your work using the assignment submission window for this assignment.

**************************************************************************

1. "Across the country no fewer than 3.2 million seniors are graduating about now from more than 37,000 high schools." (David McCullough)

A. Is this ethos, pathos or logos?
B. Defend your answer to A (what makes it ethos, pathos or logos?).

2.  "Climb the mountain not to plant your flag, but to embrace the challenge, enjoy the air and behold the view." (David McCullough)

A. Is this ethos, pathos or logos?
B. Defend your answer to A (what makes it ethos, pathos or logos?)

3.  "Long before that day [September 11, 2001] , radical, freedom-hating terrorists declared war on America and on the civilized world." (Secretary of State Condoleezza Rice)

A. Is this ethos, pathos or logos?
B. Defend your answer to A (what makes it ethos, pathos or logos?).

4. "More importantly, we recognized that no counterterrorism strategy could succeed in isolation. As you know from the Pakistan and Afghanistan strategy documents that we have made available to the Commission, our counterterrorism strategy was a part of a broader package of strategies that addressed the complexities of the region." (Secretary of State Condoleezza Rice)

A. Is this ethos, pathos or logos?
B. Defend your answer to A (what makes it ethos, pathos or logos?).

5.  "I remember well meeting with the Pakistani Foreign Minister -- and I think I referred to this meeting in my private meeting with you -- in my office on June of 2001. And I delivered what I considered to be a very tough message." (Secretary of State Condoleezza Rice)

A. Is this ethos, pathos or logos?
B. Defend your answer to A (what makes it ethos, pathos or logos?).

6. "Mr. Speaker, Members, I rise today really with a very heavy heart, one that is filled with sorrow for the families and the loved ones who were killed and injured this week. Only the most foolish and the most callous would not understand the grief that has really gripped our people and millions across the world." (Representative Barbara Lee)

A. Is this ethos, pathos or logos?
B. Defend your answer to A (what makes it ethos, pathos or logos?).

7. "This unspeakable act on the United States has really forced me, however, to rely on my moral compass, my conscience, and my God for direction." (Representative Barbara Lee)

A. Is this ethos, pathos or logos?
B. Defend your answer to A (what makes it ethos, pathos or logos?).

8.  "Reed College at that time offered perhaps the best calligraphy instruction in the country. Throughout the campus every poster, every label on every drawer, was beautifully hand calligraphed. Because I had dropped out and didn't have to take the normal classes, I decided to take a calligraphy class to learn how to do this. I learned about serif and sans-serif typefaces, about varying the amount of space between different letter combinations, about what makes great typography great... ten years later, when we were designing the first Macintosh computer, it all came back to me. And we designed it all into the Mac. It was the first computer with beautiful typography. If I had never dropped in on that single course in college, the "Mac" would have never had multiple typefaces or proportionally spaced fonts." (Steve Jobs)

A. Is this ethos, pathos or logos?
B. Defend your answer to A (what makes it ethos, pathos or logos?).

9.  "Men's teams are being decimated in pursuit of an insane feminist dream that has morphed into federal policy: to make women's sports equal to men's.... The law — the real law, and not the federal policy enforcing it — simply prohibits gender discrimination. It is not a charter for crazed feminist social engineering." (Ann Coulter)

A. Is this ethos, pathos or logos?
B. Defend your answer to A (what makes it ethos, pathos or logos?).

**********************************************************************

Pacing: complete this by the end of Week 2 of your enrollment date for this class.

 American Rhetoric site search (try searching for the current year, or the previous year, to find recent speeches)http://www.americanrhetoric.com/sitesearch.htmUS News opinion pageshttp://www.usnews.com/opinionTime "Ideas" (opinion pages)http://ideas.time.com/C-Span (campaign, debate, politics)http://www.c-span.org/

02.01 Saving and the POWER of Compound Interest (Financial Literacy)

 Describe the concept of the time value of money.

Compound interest (5% per annum) graph: image from Wikimedia Commons, Pfelton, public domain BACKGROUND

The power of “compound interest” helps your money grow more quickly than you might imagine! The ability of money to grow over time is called “The Time Value of Money.”

Visit the links below to learn more about the awesome power of “The Time Value of Money” and compound interest. Deposits in Banks and Credit unions are now insured for $250,000. Now you know the answer to one of the quiz questions! Visit URL #1 to read about the difference between simple and compound interest. (There are also two links on the page that you should click on and read ("Compounding Calculator" and "Millionaire Calculator ). Then exit the web page and continue to the next URL (URL #2). Visit URL #2 to learn about the power of 72, which tells you how long it takes for money to double by dividing the interest rate into 72. You can check your answers with the online calculator. Learning about how your money "grows" as you save, is important as you plan for retirement. Many people wait until they are "grow-ups" to begin saving for retirement, but using the power of compound interest and saving even a little bit now, will put you way ahead than if you waited to start saving 10 years from now. This lesson has no assignment questions, only a quiz. Please proceed to the “Assignments, Quizzes, and Tests” section for 02.01. 02.01 Saving and the POWER of Compound Interest (Financial Literacy)  computer-scored 10 points possible 20 minutes You will now complete a 10-question online quiz. You MUST score at least 8 to receive credit for the assignment but don't worry if you don't get at least 8 the first time since you can retake the quiz as many times as you need. Only your last quiz attempt counts. You may continue to increase your score if you want (7 or less = try again, 8 = B, 9 or 10 = A). Pacing: complete this by the end of Week 4 of your enrollment date for this class. 02.01 The Internet  teacher-scored 5 points possible 5 minutes Journal Entry Using complete sentences, answer the following: Describe at least three ways in which you currently use the internet. Pacing: complete this by the end of Week 2 of your enrollment date for this class. 02.01.01 Art Talks Color and color schemes (ArtFouii)  "Color " Art Talks http://www.glencoe.com/sec/art/art_talk/students/chapter6.ph...Color Matters?http://www.colormatters.com/ In your on line reading, you should have learned that colors can go together. These are called color schemes. There are several different color schemes. Colors that are spaced equally spaced on the color wheel such as red, yellow and blue are called a color triad. Another color scheme is called complementary. These would be two colors directly across from each other on the color wheel such as red and green. In the next step you will learn how to make a monochromatic color scheme. In real life, colors are not just one tone. They have a range of values. As light hits an object that has color, it can either be seen as a tint or a shade. For example, you might be wearing an all blue shirt today, as the light hits the fabric, you can see lighter areas of blue where the light hit directly. If any of the wrinkles of your shirt are in the shadows you will see the darker values of blue making it monochromatic. This monochromatic scheme will make your objects look like it has form and shape. For fun, try the external link called "Color Matters". It works in most browsers. Try the activities about color--if you dare 02.01.01 Baseline Assessment of Health-Related Fitness Components (Fitness for Life)  teacher-scored 50 points possible 90 minutes Introduction: One of the first steps in designing your own fitness program is to assess your current level of fitness. From this information, you can see where your strengths and weaknesses lie and design a program that will address your weaknesses. These tests are very basic and they should be used to gain an understanding and appreciation for each component of health and skill-related fitness. These tests should not be used to compare yourself to others, nor are there "norms" that would allow you to compare your values to those of students your age. Essential Question: What is your body trying to tell you? Copy and paste the section between the lines of asterisks into a word processing document on your computer. You might want to print out a copy to take with you to your workout. Complete your work, and save a copy for yourself. Don't forget to highlight your answers. Then submit your work using the assignment submission window for this assignment. *********************************************************************************** Name:_______________________________ Date:_____________________ Tasks: Complete the following: DON'T FORGET TO HIGHLIGHT YOUR ANSWERS. 1. Cardiovascular Fitness _____ Heart rate prior to exercise _____Heart rate (beats per minute) after running in place for 1 minute (Note: If you have a physical condition that prevents you from running in place, choose another vigorous exercise that uses as many large muscles as possible that you can do to substitute for this part of the lab. Be sure to describe the exercise you used, and the reason for the substitution.) _____ Heart rate (bpm) after resting for 1 minute after completing exercise. What do you believe the changes in your heart rate indicate about your level of physical fitness? (5pt) 2. Flexibility With your heels together, bend forward and reach with your hands between your legs and behind your ankles. What do you believe your results indicate about your flexibility using these joints? Do you believe these results are consistent with other joints? (5pt.) 3. Muscular Endurance (Single Leg Raise) High Knee jog. Run in place with knees coming above the belly button. Count your repetitions. Continue until knees can no longer be brought above belly button, or a maximum of 1 minute. _____ How many high knee repetitions could you perform? (Goal: 20 repetitions.) What do you believe your results indicate about your level of muscular endurance? Explain your answer. (5pt) 4. Body Fatness (Arm Pinch) Pinch the fold of skin on the back of your arm. (Do not include muscle, only a “folding” of the skin. Estimate the thickness of the fold. If you performed this task as a part of Assignment #2, enter that value.) _____ How many inches was the fold of skin on the back of your arm? What do you believe your results indicate about your level of body fatness? Explain your answer. (5pt) 5. Muscular Strength (90-degree Push-Up) If you have access to free-weights or a bench-press machine, determine your 10 rep max. If you do not, do push-ups with your fingers pointing forward, elbows out, and your hands placed at elbow width, forming a 90 degree bend at the elbow. Exercises like pushups can often serve as an indicator of either muscular strength or muscular endurance. If you can do 10 or less, it is an indication of lack of strength. 10 or more pushups is more of an indication of muscular endurance. _____ How many push ups were you able to perform in one minute? What do you believe your results indicate about your muscular strength? Do you feel this is an accurate indication of other areas of your body? Explain your answer. (5pt) 6. Share your results with a group (2 or more) peers, your parents, or teachers. If you so desire, you may wish to use Facebook or some other form of social media as base for your discussion. (If you do, remember you are trading some aspects of privacy for a broader, quicker, audience.) Discuss with them your strengths and weaknesses as indicated by these results. Be sure to include in your discussion the relationships these indicators have with overall fitness, how accurate you feel these are, and if there are other indicators that you feel also give you valuable information regarding your fitness. Describe the results of your discussion, including disagreements, and conclusions.(10 pts.) 7. Based on your discussion, what are some activities that you feel would be good for you to improve your physical fitness? Explain why you chose these specific activities, and why you feel they would be best for you. (5pts.) Before completing question 8, you may wish to review the short video clip at the link below. 8. Create a weekly workout schedule that incorporates those personal needs you have identified. • Be sure to include flexibility guidelines. • Indicate when and how you are going to incorporate those activities you have chosen with your 30+ minute aerobic workouts. (10pts.) This plan must include at least 30 or more minutes of aerobic (rhythmic, continuous) exercise at least three days per week. If you need to, go back to your group to discuss any modifications that are necessary to meet all these criteria. If you are unsure about exactly what constitutes aerobic exercise, contact your teacher. Briefly describe your plan here, then incorporate that plan as your workout plan, and log the experience for three consecutive weeks in your activity logs. ****************************************************************************** Pacing: complete this by the end of Week 2 of your enrollment date for this class.  Video to view before answering question 8http://www.youtube.com/embed/4YzbN8Z3Qag?wmode=transparent&r... 02.01.01 Nature's Interactions (Biology)  teacher-scored 10 points possible 30 minutes DESCRIPTION OF ACTIVITY: This assignment is a two part project that will take you 4 WEEKS to complete. You should start this and be prepared to keep notes and pictures for at least one month. The goal is for you to gain an understanding of the relationships and interactions within an ecosystem. Scenario: Imagine you are an ecologist studying an ecosystem. Because you live far from the ecosystem you are studying, you decide to simulate the natural ecosystem by setting up a mini-ecosystem. You may use an aquarium, a large tupperware container, 2 litter pop bottle, or any container that you have available. Materials:  4 plants Large container 3 animals (ie. worms, insects) Camera – any camera will work, even your phone. Soil Cheese cloth or other covering that will allow air INSTRUCTIONS 1. Choose an ecosystem, such as a pond, forest, or grass field that you would like to simulate. Design a mini-ecosystem that will support at least four types of plants and three types of animals from that ecosystem. 2. Copy all information below between the lines of asterisks, including the lesson number, revision date and all questions into a word document. 3. Answer the questions and submit it to be graded. *************************************************************** ASSIGNMENT 02.01.01 - REVISION DATE: 7/28/14 (Copy everything between the asterisks.) 1. The ecosystem I am going to simulate is ____________________. 2. The 4 plants I am going to use are: 3. ​The 3 aminals I am going to use are: 4. My plan for the container is 5. This project will take me 4 weeks. If I start today, I will have it completed by (month/day/year) _________________. *************************************************************** Pacing: complete this by the end of Week 1 of your enrollment date for this class. 02.01.01 Weights (PESkills)  Strength training/lifting weights is great exercise for your muscles, bones, and joints. You need to do aerobic exercise and strength training. You don't necessarily have to go to a gym or lift dumbbells to strength train. Activities like yoga are great for building muscle strength, and even though you are not lifting metal weights, you are lifting the weight of your own body. Read the following article to learn more about the importance of strength training and the safe way to do it. 02.01.02 Dietary guidelines assignment (Health II)  teacher-scored 23 points possible 50 minutes Copy and paste the section between the lines of asterisks into a word processing document on your computer. Complete your work, and save a copy for yourself. Then submit your work using the assignment submission window for this assignment. Dietary Guidelines Assignment  What to do: Total Points Possible: Complete Questions 1-4 following the instructions provided below. 23 Question 1 2 Question 2 1 Question 3 10 Question 4 10 ********************************************************* Answer the following questions using information from the lesson material: 1. What are the two main concepts that the Dietary Guidelines encompass? a. b. 2. What are the daily caloric needs for someone of your age, gender and physical activity? 3. In two short paragraphs, summarize the key recommendations for the Guidelines of Balancing Calories to Manage Weight and Foods and Food Components to Reduce. 4. According to the information, the rate of obesity among teens in the United States has increased significantly in recent years. Many people who have weight problems in the teen years continue to have weight problems as adults. As you read, obesity is a risk factor for many diseases such as high blood pressure, diabetes, heart disease and some types of cancer. What factors do you think have contributed to the increase in weight problems among teens? And how do you think following the Dietary Guidelines for Americans and the Choose My Plate guidelines might help teens reverse this trend and reduce disease risks? Write in paragraph form. Be sure to explain your rationale. ************************************************ Pacing: complete this by the end of Week 4 of your enrollment date for this class. 02.01.02 Warm Up, Cool Down, and Stretching (PESkills)  To keep our muscles, bones, and joints healthy, it is so important to warm up before beginning any activity, and cool down after any activity. Our muscles love to be stretched, even though it doesn't feel that way sometimes, but it is critical to stretch correctly to avoid injury. Read the following article for instruction on warming up, cooling down, and stretching. 02.01.03 Daily caloric intake assignment (Health II)  teacher-scored 30 points possible 40 minutes Copy and paste the section between the lines of asterisks into a word processing document on your computer. Complete your work, and save a copy for yourself. Then submit your work using the assignment submission window for this assignment. Daily Caloric Intake ASSIGNMENT  What to do: Total Points Possible: Complete Questions 1-4 following the instructions provided below. 30 Question 1 1 Question 2 6 Question 3 15 Question 4 8 ******************************************************* Read the information in the lesson portion of the course material for this assignment. Answer the following questions based on what you read: 1. What is your daily recommended caloric intake? 2. How many servings of each group should you eat?  Food Group Servings Suggested Grains Vegetables Fruit Dairy Protein Fats/Oils 3. Based on your suggested servings, plan a menu for one day. Be sure you include exactly and only your daily recommended amount--don’t go above or below. 4. Think about what a normal day of eating is for you. You can make a list of what you ate if you need to. Write a paragraph comparing and contrasting the menu you just created with a normal day of eating for you. How are they alike, how are they different? Which one is healthier etc… ***************************************************** Pacing: complete this by the end of Week 4 of your enrollment date for this class. 02.01.03 Standard 2 Quiz(PESkills)  computer-scored 10 points possible 10 minutes Go to section 3 "Assignments, Quizzes, Tests" on the homepage of the class. Then click on "pe.skills.Q1.standard2quiz " to take the quiz: (Note: you may retake the quiz as many times as you like) 02.01.04 Food labels assignment (Health II)  teacher-scored 20 points possible 20 minutes Copy and paste the section between the lines of asterisks into a word processing document on your computer. Complete your work, and save a copy for yourself. Then submit your work using the assignment submission window for this assignment. Food labels ASSIGNMENT  What to do: Total Points Possible: Complete questions 1-7 following the instructions below 18 Question 1 1 Question 2 1 Question 3 1 Question 4 1 Question 5 3 Question 6 6 Question 7 5 Question 8 2 ******************************************** Read the information in the lesson portion of the course material for this assignment. Use the food label to the left to answer the questions: Answer the following questions based on what you read: 1. How much is a serving size? _____________ 2. How many ounces are in the entire package? _____ 3. How many calories come from fat? ______ 4. What percentage of the total daily value calories comes from fat? ____ 5. What percent of the DV is: Cholesterol _____ Sodium _____ Fiber _____ 6. Is this product high or low in “Limit these nutrients” and “Get Enough of these nutrients”? Explain in detail. 7. Without knowing what the product is, is it a healthy choice? Why or Why not? Write a paragraph explaining your answer. 8. What are two big changes the FDA made to food labels? ***************************************** Pacing: complete this by the end of Week 4 of your enrollment date for this class. 02.01.07 Exercise Eleven (Teen Living)  teacher-scored 10 points possible 15 minutes Exercise 11 - Write a brief evaluation of your personal self-concept based upon what you read about self-concept and self-esteem. One short paragraph is sufficient. 02.01.07 Exercise Eleven  self-concepthttp://en.wikipedia.org/wiki/Self-conceptself-esteemhttp://en.wikipedia.org/wiki/Self-esteem Look at these sites that teach you about Self-concept and Self-esteem. Then, please write a paragraph discussing the difference(s) between self-concept and self-esteem. 02.01.12 Exercise Sixteen (Teen Living 1)  teacher-scored 15 points possible 15 minutes Exercise 16 As fast as you can, write down as many positive things as you can think of that would build positive self-esteem. Perhaps you may want to time yourself; set a timer for five minutes and try to write as many things as possible. 02.01.13 Exercise Seventeen (Teen Living 1)  teacher-scored 30 points possible 120 minutes Exercise 17 Think of five things that you would like to change about yourself and write them on one side of a 3x5 card or a piece of paper. On the other side, write down five positive messages that you could give yourself to help you accomplish each goal. Work on this all week and write a one-half page report about what you learned and observed about this process. This is an important exercise; therefore, it is worth double the points. PLEASE PUT ALL OF YOUR ANSWERS from your WORD-PROCESSING PROGRAM for unit one and two into the Submission Box that asks for them. Just keep hitting the Arrow at the bottom that says "Next" until you come to the Submission Box. Then, read what assignments it is asking for and paste them ALL into the box only one time. Each time you go in that box it activates it and I only want you to do that one time, when you are 100% finished with all of the work that is asked for in that Submission Box. :) 02.02 Finding and evaluating sources (English 9)  Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question Orville Wright's diary from 1903, noting first successful airplane flight: Library of Congress image, public domain At school, at work, and even in your personal life, you will often need to find information and determine whether it is accurate and useful. In many ways, internet search engines have made FINDING information much easier. Information you might once have needed to make trips to libraries, place phone calls, and mail inquiry letters to search out is now often just a few clicks away. However, EVALUATING information can be just as difficult and important as ever--sometimes more so. Where can you find information? Primary sources • Talk to someone who was there. Although even eyewitnesses often make mistakes in perceiving and remembering details about an experience or event, someone who has 'first-hand' knowledge of your topic is an extremely useful source. For obvious reasons, this may not be an option for something that happened a long time ago, or a long distance away. • Read an account written (or see pictures/video taken) by someone who was there. Newspaper articles (if the reporter was actually a witness of the event), diaries, letters, legal documents, web pages, journals, blogs, interviews, and other first-hand knowledge are considered primary sources, even if the person who recorded the thoughts is long dead--as long as the person actually experienced or witnessed the event. • Your own experiences Secondary sources, written by anyone who was not an actual participant or eyewitness (in many cases, most or all of your information will be from secondary sources, in print or online) • Newspaper or magazine articles • Encyclopedia, almanac or other 'reference book' materials • Scientific or professional articles or journals • Videos, documentaries, news broadcasts • Books or websites • E-mail, letters, list-servs, blogs, tweets, social media • Conversations, radio broadcasts, TV, or speeches • Advertising, info-mercials Why is it so important to carefully evaluate information and its sources? Well, obviously you want to know whether your information is true and accurate (or not). I guess the real question is, "Why shouldn't you trust that all sources of information are good sources?" The following cautions apply to all sources of information, although it is still true that posting information on the internet is cheaper and easier than printing it in a book or magazine. Therefore, you should be especially careful about evaluating online sources. • The writer may be wrong. That is, even if the writer is trying to be accurate and truthful, s/he may be mistaken. Just about anybody can post a blog or web page, whether they really know their subject matter well or not. • The writer may be lying. That is, even if the writer KNOWS the truth, s/he may be offering false information. The writer may have a profit motive to promote inaccurate ideas. • The writer may be providing accurate but incomplete information (either deliberately, or accidentally). Sometimes knowing just part of the truth can lead you to draw completely wrong conclusions. • The writer may just be passing along information from someone else, without checking on it. (Lots of 'urban myth' misinformation gets around this way.) This is especially likely if the information supports the writer's personal biases. We are all more inclined to doubt or question information if it is in conflict with our beliefs. We are more likely to accept and remember information that supports our beliefs, or information we get from someone we like. • The information might have been accurate at the time it was posted/printed, but is now outdated by new developments. • Even photographs or videos can quite easily be 'photo-shopped' to show false images. You can probably think of more possibilities, but these are enough to make it important to think critically about your sources of information. Please read all the 'required' website links below. Yes, there will be quiz questions. 02.02 Avoiding Injuries assignment (Fitness for Life)  teacher-scored 50 points possible 60 minutes Introduction: The purpose of this assignment is to help you learn more about injuries and injury prevention. Essential Question: What is your body trying to tell you? Tasks: Choose an exercise-related injury such as an anterior cruciate ligament (ACL) tear, achilles tendonitis, tennis elbow, ankle sprain, rotator cuff (shoulder) injury, muscle cramps or muscle strain that is common in a sport or activity in which you participate, or is common in the types of exercise you have planned for your workout in Assignment #3. You can be creative. Conduct some research on the internet and/or in the library to find answers to the questions below. This should be submitted as a 5 paragraph research paper. Follow the paragraph structure shown below. Do not just answer the questions below without putting it in written (research paper) format. Be specific and write in full sentences. Include an image that contributes to the understanding of the injury. Write your paper in a word-processing document on your computer, save a copy for yourself then copy and paste it into the assignment submission box. • "Do not cut and paste from articles on the internet! This is plagiarizing(cheating) and no credit will be given!" • Be sure to cite your sources (at least three, one of which might be a person who has experienced or treated this injury). For inspiration check out how goalie Scott Sterling, the man, the myth, the legend, deals with sports injury via the Just for Fun Studio C link below.  Structure Content Paragraph 1: Introduction - a paragraph describing or defining the injury. What happens when a person gets this injury? (5 pts) Paragraph 2: A paragraph going into more detail about the injury. What body parts are affected and how? (5 pts) What is/are the common cause(s) of this injury? (5 pts) Paragraph 3: A paragraph describing treatment and prevention of the injury. How is this injury typically treated? (5 pts) How is this injury typically prevented? (5 pts) Paragraph 4: A paragraph describing how specific exercises or stretches apply to this injury. Describe three different stretches or exercises that may affect, prevent, or rehab this injury. • Properly name each type. (5 pts) Paragraph 5: Conclusion - a paragraph describing how you can apply this information. • Determine if you would, or would not, want to incorporate each one into your workout routine as a prevention and/or rehabilitation for this injury,(5 pts) …and explain why. (5 pts) Works cited--a list of your sources, including authors, titles, and complete URL for internet sources. Image Where did you find your information? (HINT: Carefully document where you found your information and double-check that the sources are reliable and valid. Make sure that you list at least three sources.) (5 pts) Include an image that contributes to the understanding of this injury. (5 pts) Pacing: complete this by the end of Week 3 of your enrollment date for this class.  Video introduction to assignment 02.2: avoiding injurieshttp://pp1.ehs.uen.org/groups/fitnessforlife/weblog/d7790/As...Just for Fun from Studio C- Soccer Shootout versus Scott Sterling Goaliehttps://www.youtube.com/watch?v=8F9jXYOH2c0Overuse Injurieshttp://www.stopsportsinjuries.org/overuse-injury.aspxSports Injury Preventionhttp://www.stopsportsinjuries.org/sports-injury-prevention.a... 02.02 Biomechanics, Performance and Safety (Participation Skills and Techniques) "Biomechanics" is the application of mechanical knowledge (physics) to living things and how they move. In this class, you will be considering the biomechanical principles related to movement, sports performance, and safe exercising and lifting. Read the material in the required links listed below. Yes, there will be a test. ;) Math and physics may not be on your mind when you are dancing, running, or playing soccer, but your body and movement (as well as any ball or sports equipment you use) are all bound by the laws of physics. Physics affects ALL sports and movements. Gravity keeps you on the ground most of the time, and brings down even a home run ball... eventually. Momentum makes it harder for you to speed up, slow down, or turn quickly. The combination of speed and weight create the force of a tackle. That golf club, bat or racquet you are using is a lever (for that matter, your arms and legs are levers). Air resistance makes it harder to throw a basketball a longer distance than a baseball. We could go on and on. Many of the performance improvements in sports over the last hundred years have come from people figuring out how to use biomechanics to their advantage. One of the most important concepts to understand is 'center of gravity' (also sometimes called 'center of mass', though it isn't quite the same). If you take physics, you will learn a more technical definition. For our purposes, you might think of it as the middle of your weight. If someone could stick a pin through your exact center of gravity, you would be balanced around that point. However, your center of gravity doesn't stay in one place - it shifts as you change position. For example, if you are squatting down, your center of gravity will be much lower than if you are leaping to try to spike a volleyball. Your center of gravity is related to your balance. When your center of gravity is low - as when you take a low, wide stance with your knees bent and your feet apart - you are less likely to lose your balance and fall. When your center of gravity is high - think of dancers with their arms stretched high over their heads - you are more likely to lose your balance or fall. Downhill skiers and snowboarders don't bend their knees and crouch low in their turns because it looks cool - they are keeping their center of gravity low to avoid falling (also to reduce wind resistance). Keeping your center of gravity low and your knees bent also lets you access more power for tackles, sprints, or jumps. Your center of gravity is also related to safety when lifting weights - either the kind you lift for building muscle, or the everyday lifting you do when you move things around the house or on a job site. When you are about to pick something up, you want a low center of gravity - for two reasons; first so you won't be as likely to lose your balance and fall with the thing you are lifting, and second, so you can use the power of your legs to do most of the lifting. There are some things that are just too heavy to lift safely, and you need to use common sense when lifting to avoid injury. When you do lift something, bear in mind the suggestions for safe lifting on the website in the link below. Remember to read through all the Required Websites, they will help you with the Test!  Required: Momentumhttp://www.topendsports.com/biomechanics/momentum.htmRequired: Projectile/Center of Gravityhttps://docs.google.com/document/d/1VvGJSICauwOk6K7nCygmtsEO...Required: Energyhttp://www.topendsports.com/biomechanics/energy.htmRequired: Forcehttp://www.topendsports.com/biomechanics/force.htmRequired: Safe Liftinghttp://healthandfitness101.com/?p=91 02.02 Bowling Terms (PE Individualized Lifetime Activity)  by Xiaphias, CC Attribution-Share Alike 3.0 via Wikimedia Commons CHECK OUT SOME BOWLING TERMS: Strike: Knocking down all ten pins with the first ball. The score for the frame is 10 plus the total number of pins knocked down by the next two balls. The symbol is "X". Spare: Knocking all the pins with two balls. The score for that frame is 10 plus the number of pins knocked down with the first ball of the next frame. The symbol is “/”. Split: A spare combination in which the head pin is down and the remaining pins have one or more intermediate pins down immediately ahead of or behind them. The symbol is “O”. Foul: Crossing or touching the foul line at delivery. It's penalized by a count of zero pins. If the foul occurs on the first ball of a frame, the bowler gets a second shot at a new rack. Cherry or Chop: Missing a spare cluster by taking the front pin or pins only; To knock down one pin of a spare leave, while the pin next to or behind it remains standing. Turkey: Three strikes in a row. Gutter Ball: A ball that goes into the gutter before reaching the pins. Blow: A missed spare. Field goal: Ball rolled between two pins of a wide split. Follow-through: Motion after release. Should be toward the pin you're aiming at. Frame: A tenth part of a game of bowling. Handicap: Pins awarded to individuals or teams in an attempt to equalize competition. Hook: A ball that breaks to the left for right-handers and to the right for lefties. Open bowling: Non-league or non-tournament play, for fun or practice. Perfect game: Twelve strikes in a row with a count of 30 pins per frame resulting in a score of 300. Also called 300 game. Scratch: Without benefit of handicap; actual score. CHECK OUT THE LINK BELOW ABOUT BOWLING ETIQUETTE: 02.02 Electronic Mail Assignments (Computer Technology)  teacher-scored 35 points possible 60 minutes Email Assignment (E1-4) Follow the instructions on the attachment to complete the E1-E4 Email assignments. These are the only assignments that will be emailed to your instructor. NOTE: Be sure to capitalize I in your emails and the first letter at the beginning of sentences. (Text messaging has not helped us follow these rules.) You can continue working on other assignments while you wait for the reply email to be able to complete assignment E3. Please list the assignment name and your name in the subject line for each e-mail in this unit. 02.02 Email Study Guide & Presentation  There are two files attached above. a. Email PowerPoint Study Guide b. Email PowerPoint presentaion Fill out this study guide as you go through the Email PowerPoint presentation. NOTE: You do not need to submit the study guide, but it will be helpful on a future quiz. Run this presentation while taking notes using the Email Module study guide. 02.02 Graduated Driver License - GDL (DriverEd)  Use the Don't Drive Stupid link listed below. Select TEEN DRIVING LAWS tab. Read all the information in the following sections. TEEN DRIVNG LAWS, GRADUATED DRIVERS LICENSE, DUI LAWS, MOTORCYCLE LICENSE, DRIVERS LICENSE. You will need the information for the quiz. A conceptual designer's view of the future electric vehicle: By Igor Jurić, Dok-ing designer (Dok-ing official website free image),Public domain, via Wikimedia Commons 02.02 Graduated Driver License - GDL (DriverEd)  Don't Drive Stupid http://www.dont-drive-stupid.com/ 02.02 How to Save (Financial Literacy)  Analyze reasons to save. Piggy Bank: By User Cornischong; CC-BY-SA-3.0, via Wikimedia Commons BACKGROUND This lesson is about how to save. And here is some information of importance that is not on the website you will visit: • Financial planners suggest you save at least 10% of your income. • To open an account at a bank or credit union, you will probably need the following: Photo ID (maybe your school ID, or a driver’s license), Your Social Security number (a good number to memorize, NOT carry around with you), and Money to open the account. • Here is a note to remember from bankrate.com (and also the answer to #1 below): The minimum balance required to open a savings account is usually quite low, sometimes just$1 or $5, but don't let that fool you. Many institutions require a minimum balance of$100, $300 or more to avoid paying a monthly maintenance fee. Those fees can be stiff,$5 or even $10 a month, and will erode your money quickly. VISIT URL #1 and read the first page. Then click and read the following links in the left margin * "Saving Tricks" (especially Trick #1 [Pay yourself First]) to answer question #2 . * The 5-step Save/Spend Plan (especially sep #3 to see savings categories for question #3) * How Banks Work * About Savings Accounts (liquidity, safety, compound interest) * The Truth about millionaires quiz (take this quiz). 02.02 How to Save (Financial Literacy)  teacher-scored 10 points possible 30 minutes **************************************** Assignment 02.02 (13E) (Copy everything between the asterisks.) 1) Q: From the information above, even though minimum balances required to open a savings account are usually low ($1 or $5), what might you avoid by opening an account with$100, $300 or more? > ANSWER: 2) Q: Why should you pay yourself first according to the website? >ANSWER: 3) Q: In your own judgment, give an example of one possible ITEM (not a dollar amount or %) in each of the following saving categories: a. Example of an everyday expense > ANSWER: b. Example of an expense from short-term savings or emergencies > ANSWER: c. Example of an expense from long-term saving > ANSWER: d. Example of an expense for a charity > ANSWER: 4) Q: Using the 2nd URL below, put$500 into the amount you want to save each year, select CD's at 1%, and enter 10 for the number of years you would like to save, then calculate.  How much INTEREST will you make? (HINT: You need to subtract the money you put in the account over the 10 years from the total) > ANSWER:
5) Q: How can you apply this assignment in YOUR life? > ANSWER:
6) Q: (02.02): Write your first and last name and today's date.> ANSWER:

****************************************

Pacing: complete this by the end of Week 4 of your enrollment date for this class.

02.02 Internet Scavenger Hunt

 Use appropriate tools and methods to execute Internet searches which yield requested data.

View the Search Secrets presentation to help you be a more effective and efficient internet investigator! This presentation applies specifically to Google, but most of the items work across all search engines.

Then use the internet to search for the answers to the questions found on the Internet Scavenger Hunt worksheet. Use keywords in the search to help find the information, rather than typing complete sentences.

Don't forget that there are multiple search engines you can use if you aren't finding the information you are looking for with your first pick.

• Yahoo
• Bing
• Hotbot
• Dogpile
• Search
• Go
• and many more!

 teacher-scored 10 points possible 40 minutes

Pacing: complete this by the end of Week 2 of your enrollment date for this class.

02.02 Maintaining physical fitness for life (Health II)

 Standard 2, Objective 2: Analyze how physical activity benefits overall health.

Up until quite recently in human history, most people got plenty of exercise. Hunting, gathering, cultivating or harvesting food, building and maintaining shelter, gathering fuel to cook and keep warm and making clothing all required physical labor. Now, though, most of us could go for weeks without any real exercise if we wanted to. We have to deliberately make time for activities that help us stay physically fit. Is it worth the effort? Regular exercise improves your physical, emotional and mental health. Want to look, feel, and think better? Get active, and stay active! Read and view at least the required links below, and then go on to the quiz.

 Required: Fitness fundamentalshttp://www.rd.com/health/fitness/fitness-fundamentals-begin-...Required: Basic principles of exercise (make sure you read all three parts/pages)http://exercise.about.com/cs/exbeginners/a/exbasics.htmRecommended: Executive summary of the benefits of fitness on overall healthhttp://www.cdc.gov/physicalactivity/everyone/health/index.ht...Recommended: Fitness for Teens and Tweenshttp://familyfitness.about.com/od/teenagers/a/teen_fitness.h...Recommended: Exercise for Teenshttp://exercise.about.com/cs/exercisehealth/a/teenagers.htmRecommended: Aerobic Exercise for Teenagers (caption says Teen Girls, but most of the information is unisex!)http://teens.webmd.com/aerobic-exercise-for-teensRecommended: Why Exercise Is Wisehttp://kidshealth.org/teen/your_body/take_care/exercise_wise...Supplemental: Fitness for life - Keeping fit in your teens and 20s http://www.youtube.com/embed/EPoCJL-LHOo&feature=view_all&li...

02.02 Maintaining physical fitness for life quiz (Health II)

 computer-scored 36 points possible 30 minutes

Go to Topic 3 on the main class page to take this quiz. You may take it multiple times, but you must score at least 90% to pass.

Pacing: complete this by the end of Week 5 of your enrollment date for this class.

02.02 Of Biomechanics, Performance and Safety (PE Skills)

"Biomechanics" is the application of mechanical knowledge (physics) to living things and how they move. In this class, you will be considering the biomechanical principles related to movement, sports performance, and safe exercising and lifting.
Read the material at the required links listed below. Yes, there will be a quiz.

Math and physics may not be on your mind when you are dancing, running, or playing soccer, but your body and movement (as well as any ball or sports equipment you use) are all bound by the laws of physics. Gravity keeps you on the ground most of the time, and brings down even a home run ball eventually. Momentum makes it harder for you to speed up, slow down, or turn quickly. The combination of speed and weight create the force of a tackle. That golf club, bat or racquet you are using is a lever (for that matter, your arms and legs are levers). Air resistance makes it harder to throw a basketball a long distance than a baseball. We could go on and on. Many of the performance improvements in sports over the last hundred years have come from people figuring out how to use biomechanics to their advantage.

One of the most important concepts to understand is the 'center of gravity' (also sometimes called 'center of mass', though it isn't quite the same). If you take physics, you will learn a more technical definition. For our purposes, you might think of it as the middle of your weight. If someone could stick a pin through your exact center of gravity, you would be balanced around that point. However, your center of gravity doesn't stay in one place - it shifts as you change position. For example, if you are squatting down, your center of gravity will be much lower than if you are leaping to try to spike a volleyball.

Your center of gravity is also related to safety when lifting weights - either the kind you lift for building muscle, or everyday lifting you do when you move things around the house or on a job site. When you are about to pick something up, you want a low center of gravity - both so you won't be as likely to lose your balance and fall with the thing you are lifting, and so you can use the power of your legs to do most of the work. There are some things that are just too heavy to lift safely, and you need to use common sense about that. When you do lift something, bear in mind the suggestions for safe lifting on the website in the link below.

 Required: Momentumhttp://www.topendsports.com/biomechanics/momentum.htmRequired: Projectile motionhttp://www.topendsports.com/biomechanics/projectile-motion.h...Required: Basketball physicshttp://www.topendsports.com/sport/basketball/physics.htmRequired: Energyhttp://www.topendsports.com/biomechanics/energy.htmRequired: Forcehttp://www.topendsports.com/biomechanics/force.htmRequired: Aerodynamicshttp://www.topendsports.com/biomechanics/areodynamics.htmRequired: Center of Gravityhttp://edwardcho-sph3u.blogspot.com/2010/09/what-is-centre-o...Required: Safe Liftinghttp://healthandfitness101.com/?p=91Supplemental: Sport Specific Physics & Biomechanics (links to examples in specific sports)http://www.topendsports.com/biomechanics/sportspecific.htmSupplemental: A Career in Sports Biomechanical Engineeringhttp://www.topendsports.com/biomechanics/biomechanics-jobs.h...Supplemental: safe lifting animationhttp://www.youtube.com/embed/qWlktm2tAyA?wmode=transparent&r...

02.02 Physical Activities Assignment (PE Individualized Lifetime Activity)

 teacher-scored 30 points possible 420 minutes

Climber summiting Island Peak: by Mountaineer, CC Attribution 3.0 Unported via Wikimedia Commons

YOU MUST PICK TWO NEW ACTIVITIES THAT YOU DID NOT USE FOR STANDARD ONE.

You are going to spend a total of SEVEN HOURS doing different kinds of physical activities of your choice; you may include the time it takes you to find the rules for any new activity as part of your hours, and the time it takes you to fill out your ACTIVITY WORKSHEETS.

NOTE: There are rules and guidelines for all activities, even walking and biking. Make sure you look them up and tell me what you found in the appropriate spot. (Go to section 3, "Assignments, Quizzes, Tests," on the homepage of the class. Then click on "Standard 1 Assignment" to submit the worksheet.)

Below is a list of optional physical activities, but you are not limited to these. Anything not on the list needs to be approved by the teacher, though. Just e-mail if you want to get an okay to do an activity that is not listed below:

Golf, archery, bowling, weight training, aerobics, walking, jogging, social dance, rope jumping, disc golf, disc football, in-line skating, biking,martial arts, yoga, climbing, skiing, tennis, hiking, step class, croquet, badminton, horseshoes, soccer, basketball, baseball, aquatics.

You must try at least two different activities, but you are not limited to only two. You must spend at least THREE hours doing each activity you choose and you must complete a total of SEVEN hours. You may use the internet to find the needed rules and/or equipment you need if you are trying a new activity.

REMEMBER that safety comes first with whatever activity you choose. After each activity you must copy and paste the following worksheet into a word document or write them down on a piece of paper, then complete the worksheet. Once you complete your SEVEN HOURS of activity and the worksheets for each activity you will send me BOTH OF THE WORKSHEETS BY SUBMITTING THEM IN THE SUBMISSION BOX IN SECTION 3 FOR THE TOTAL SEVEN HOURS AT THE SAME TIME, OR THEY WILL NOT BE GRADED!!!! Please put your answers in bold, or ALL CAPS.

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ACTIVITY WORKSHEET #3

2. List the three "Tips" articles you choose to read from the course material, and list one new thing you learned from each article (you only need to answer this question once)? Note: If the links do not work, just choose any health or fitness related article.

3. What activity did you choose to do? Is this the first time you have tried this activity?

4. How many hours did you spend doing this activity? (Be specific in telling me what days you did the activity and for how long each day. If you went hiking, walking, biking etc, tell me where you went and how far also.)

5. Did you enjoy the activity? Why or why not? What you did and/or did you not like about this activity, and do you think you would try this activity again? (I DO NOT ACCEPT ONE WORD ANSWERS ON THIS QUESTION.)

6. Did anyone participate in this activity with you? If yes, who?

7. What equipment did you use for this activity?

8. What are the rules or guidelines for this activity, and how did you find them out? ( You need to find out rules or guidelines for any activities, they are there for all of them, even walking.)

9. Did you use gross motor skills and/or fine motor skills for this activity? Be specific in what the gross or fine motor skills were.

ACTIVITY WORKSHEET #4

2. What activity did you choose to do?

3. Is this the first time you have tried this activity?

4. How many hours did you spend doing this activity? (Be specific in telling me what days you did the activity and for how long each day. If you went hiking, walking, biking etc, tell me where you went and how far also.)

5. Did you enjoy the activity, please tell me why or why not, what you did and/or did not like about this activity, and do you think you would try this activity again? (I DO NOT ACCEPT ONE WORD ANSWERS ON THIS QUESTION.)

6. Did anyone participate in this activity with you? If yes, who?

7. What equipment did you use for this activity?

8. What are the rules or guidelines for this activity and how did you find them out? ( You need to find out rules or guidelines for any activities; they exist for all of them, even walking.)

9. Did you use gross motor skills and/or fine motor skills for this activity? Be specific in what the gross or motor skills were.

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02.02 Unit 2 Test 1 (Participation Skills and Techniques)

 computer-scored 10 points possible 30 minutes

After you have read the preceding lessons and links, Take the Test. You must score at least 60%, but you may take the test as many times as necessary to earn the score you want on the test.

This assignment should be completed by WEEK 4 of this class

Pacing: complete this by the end of Week 4 of your enrollment date for this class.

 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Clarklupine image, Wikimedia Commons, Attribution-Share Alike 3.0 Unported

In unit 1, you had a lesson on what good readers do. In school, most of your reading is focused on understanding and remembering what you read. In science, math, history, literature or any subject, you often expect that you will be tested on the content of your reading.

Critical reading goes beyond enjoying and/or remembering what you read. When you read critically, you need to consciously question what you are reading. Is this really true? How can I tell whether it's true? Does this make sense? Is it reasonable? Is this the whole story? How can I double-check on this? Is it up-to-date? Is this author knowledgeable, ethical, unbiased? Who else would know? All these questions, and more, need to be in the back of your mind as you read critically.

In many jobs--but especially in higher-paying jobs--a major part of your everyday work may be evaluating information. Is a new medication or therapy really the best for your patients? Should you invest your company's money in stocks? How does the law apply to your client's business? What do current trends mean for your industry's future? Which of competing claims is closer to the truth?

Even if you never needed critical reading in your job, every citizen has a responsibility to do his or her best to understand important issues and vote for candidates whose ideas are most likely to solve current problems. Sorting through the claims of political rhetoric requires hard work and dedication to parsing out complex issues, all the while filtering the emotionally-charged messages that bombard voters from all sides. Your country needs you to develop the skills of critical reading, listening and thinking. In your personal life, you will also need to evaluate claims and arguments as you make decisions like which car to buy, what medical treatment to undergo, or how to invest your money.

02.02.01 Development Stages and Learning Physical Activities (PE Skills)

Tapdance, football and swift-water kayaking are very different activities, but the process of learning them, or any other activity, can be described in similar steps. One way of classifying these steps names the developmental stages of skill acquisition as follows:
1. Novice (beginner) - you are just starting to learn the basic rules and guidelines; everything is new to you
2. Advanced beginner - you know the rules, and you can usually perform the basic skills, but you still have to think about it
3. Competent - you've got the basic skills down, but you are still polishing the more advanced or difficult skills
4. Proficient - you're good at the whole range of skills involved in your activity, and you can 'be your own coach' some of the time and begin to plan strategy
5. Expert - you've become so good at your activity that the skills all seem natural, intuitive; you don't have to think about 'how' to it, and you can analyze problems, plan tactics and strategies, or create new approaches, skills, and tactics

Individual and Age-level Differences
We all know that human beings grow and change from birth onwards. A six-month-old baby may be ready to learn to crawl, but not to dribble a basketball! As we go through the years of 'growing up', we change from being weak, uncoordinated, small, and unable to communicate to being bigger, stronger, more coordinated and able to speak and understand each other. At each age or stage of development, appropriate activities help us get stronger, more coordinated and more confident. Inappropriate activities may cause injuries to our bodies or our confidence. Moreover, we each develop at our own rate. Some babies walk at nine months; some babies don't walk till much later. Some six-year-olds are ready to learn to swim like fish; others need to splash in the shallow end and learn the 'jellyfish float'. Even as teenagers, when we may have reached our adult height, there are big differences between individuals' skill levels.

What causes these differences? Partly it is genetic, partly past experience, physical fitness, or motivation. There is no doubt that some kids are born with the mental and physical talent to pick up certain skills more quickly and easily than most of us. However, good instruction, coaching, and practice (hundreds to thousands of hours over many years) are what create great athletes in any sport or activity. In the long run, the person who has the dedication to keep working at it will surpass most of the more talented individuals. As you participate in physical activities, be realistic and patient with yourself AND others. Bottom line: it takes time to develop new skills, and it takes more time for some people than for others.

First Things First

Recognize that when you are learning a sport or activity, you will need to learn and practice some basic skills before you can do the more advanced things. Often, the basic stuff seems boring or oversimplified, and you want to get on with the more exciting things. Spending time to learn the basics will pay off. If you learn incorrect form to begin with, it can take years to correct those bad habits. If you try moves you aren't ready for, you may be injured or just get frustrated. A good instructor will be able to break down complex skills into 'bite-size' components you can learn now and then put together successfully later.

Read the articles on skills below.

 Skill Developmenthttp://www.brianmac.co.uk/tech.htmSkill, Ability and Techniquehttp://www.brianmac.co.uk/skills.htm

02.02.02

 teacher-scored 20 points possible 30 minutes
Pacing: complete this by the end of Week 1 of your enrollment date for this class.

02.02.02 Argument and evaluating sources quiz (English 9)

 computer-scored 21 points possible 10 minutes

Go to Module 3 on your main class page to take this quiz. You may take the quiz multiple times, but you must score at least 68%. The questions cover material (lessons and links) from lessons 02.01 and 02.02.

Pacing: complete this by the end of Week 2 of your enrollment date for this class.

02.02.02 Plan a Balanced Meal(F&N2)

 teacher-scored 20 points possible 30 minutes

Assignment 2.3: Meals with the Food Guide System
Using the MyPlate website, create a balanced meal and then make this meal for your family. You will need to plan the meal and then prepare it. Then you need to search the Internet for a calorie counter and put the individual foods in that were part of your meal to determine how many calories your meal had for one person. You will then need to send a description of your meal and then the list of each food item with how many calories that food has along with the total calories for the entire meal. These are the things you will be graded on.

1. Planning the meal following the Food Guide System and the MyPlate website. (10 pt.)
2. Preparing the meal. (10 pt.)
3. Send a copy of the meal prepared through the digital drop box. (10 pt.)
4. Send a calorie breakdown indicating how many calories each food item has along with the total calories for the entire meal.(10 pt.)

Make sure that when you send your assignment it is labeled with the following:
Name
Class Name and quarter
Assignment name
Assignment information

02.02.02 Sports and Life Skills (PE Skills)

Stress Relief
Any physical exercise helps reduce the hormones associated with stress in your body. Any enjoyable activity helps reduce your feelings of stress. Put those together, and an enjoyable physical activity gives you a double dose of stress relief!

How Skills Learned in Sports Help in 'Real Life'

Slamming a hockey puck into a goal, or performing a 'pas de chat' on pointe, may not have much practical application in other areas of your life, but many of the basic aspects of sports or other physical activities do! Here are some attributes you can learn from sports that will help you in all your other endeavors:

teamwork, dedication, patience, cooperation,
goal-setting, following the rules, accepting criticism,
pushing your limits, self-assessment, sharing credit,
self-discipline, coming back from defeat.... I bet you can think of more.

On the other hand
It's up to you, your fellow participants, and your instructor or coach to make sure you focus on these positive qualities. The focus of your physical activities should be having fun, improving yourself, and encouraging others. If you get too focused on having to be the best, or winning at any cost, many of the benefits slip away. Just look at the number of famous athletes who have been involved in steroids or other 'doping', those who are injured pushing themselves too hard, those who quit because they can't be the very best, and those involved in selfish play or cheating.

Read the article below. It's aimed at parents, but you can apply it to your own experiences.

 Participation benefitshttp://www.educatedsportsparent.com/participation-benefits

02.02.03

 teacher-scored 24 points possible 60 minutes

For this submission you will need to turn in your interview plan, your biophase essay, and the recording/notes from your interview.

Assessment Rubric:

 Content Phase of life is clear and essay follows outlined instructions. /4 Support Supporting paragraphs include detail which is specific & directly supports the thesis. /4 Clarity Writing is clear, focused and well organized. /4 Conventions No significant errors in grammar, usage, punctuation or spelling. /4 Interview Plan Responded to each question on the interview plan /4 Interview Recording Recording or written transcript included /4

Pacing: complete this by the end of Week 3 of your enrollment date for this class.

02.02.03 Standard 2, quiz 2 (PE Skills)

 computer-scored 10 points possible 10 minutes

After you have read the preceding lessons and links, go to Topic 3 on your class topic outline page to take this quiz. You must score at least 80%, but you may take the quiz as many times as necessary to get a good score.

02.03 Aerobic and Anaerobic Exercise (Participation Skills and Techniques)

Staying healthy includes exercise and eating healthy. It is important to understand what kinds of results you will get from different types of exercise. For example, do you want to burn fat, or do you want to build muscle? Use the link to read the differences between aerobic and anaerobic exercise. Make sure you can identify the difference between "Aerobic Exercise"(or more often called a CARDIO workout) and "Anaerobic Exercise." Read the following articles to learn how food affects your health and well-being.

In the article "Tip and Resources" pay close attention to the "Tips to help you" at the end of the article, these "Tips" will help you in your next assignment. Read the article titled "Why Is Physical Activity Important?" This article will explain the benefits from physical activity.

 Tips & Resourceshttp://food.osu.edu/wellness/tips-for-healthy-eating/Why Is Physical Activity Important?http://www.cdc.gov/physicalactivity/everyone/health/Aerobic vs Anaerobic Exercisehttps://docs.google.com/document/d/100_rDef8-VbzC0_j47wKIxIs...

02.03 Arm, Leg and Trunk Flexibility (Fitness for Life)

 Explore concepts related to flexibility, e.g., genetics, static vs. ballistic stretching, and joint variations. Provide definitions for overload.

by Lambtron, CC-BY-SA-3.0, via Wikimedia Commons

Use the links below with the next assignment.

 Exercise is Medicine™-Flexibility videohttp://www.youtube.com/embed/fzKtz6mag_M?wmode=transparent&r...Shoulder mobility - zipper testhttp://www.exrx.net/Testing/FlexFunction/ShoulderMobilityOpe...Active Chest Flexibility - wrap around testhttp://www.exrx.net/Testing/FlexFunction/ActiveChest.htmlHip Roll - trunk rotation testhttp://www.exrx.net/Testing/FlexFunction/HipRoll.htmlThomas Test - knee to chest testhttp://www.exrx.net/Testing/FlexFunction/ThomasTest.html

02.03 Arm, Leg and Trunk Flexibility assignment (Fitness for Life)

 teacher-scored 50 points possible 30 minutes

To perform the arm lift test, first lie stomach down on the ground with legs straight behind you and arms stretched overhead. Next, grab hold of a yardstick (or broomstick) so that your palms are approximately shoulder width apart. Have a partner stand right in front of you with another yardstick (or tape measure) that is placed perpendicular to the one that you are holding, with the zero measurement starting at the ground. Then, while keeping your chin fully rested on the floor, lift your arms up as high as you can go along the perpendicular yardstick. Your partner then takes this measurement as your score. Repeat the process three times and then use your best result.

1. While performing the "arm lift" test, how many inches were you able to lift your arms off the ground? _____ inches. • What is your fitness rating for the "arm lift" test? (2 pts)

o Good = 8 to 10 inches or higher o Marginal = 5 to 7 inches o Low (Needs Improvement) = 0 to 4 inches

Shoulder Mobility (Open hands) or Zipper test

2. On the "zipper test" with your right elbow up, were you able to touch or overlap your fingers? • Yes or No (2 pts.)

3. Repeat the Zipper test, this time using the left shoulder. On the "zipper test" with your left elbow up, were you able to touch or overlap your fingers? • Yes or No (2pts.)

Active Chest Flexibility, or Wrap Around Test:

4. On the "wrap around" test, with your right elbow up, were you able to touch the corner of your mouth? •Yes or No (2 pts.)

5. On the "wrap around" test, with your left elbow up, were you able to touch the corner of your mouth? •Yes or No (2pts.)

Hip roll, or Trunk Rotation Test:

6. On the "trunk rotation test," were you able to keep both shoulders in contact with the ground? • Yes or No (2pts.)

Thomas Test, or Knee to Chest test

7. When you perform the "knee-to-chest" test with your left leg pulled to your chest, was your right calf one inch or less from the floor? o Yes or No? (2 pts)

8. When you perform the "knee-to-chest" test with your right leg pulled to your chest, was your left calf one inch or less from the floor? o Yes or No? (2pts.)

Straight Knee Foot Raise, or Ankle Flex Test:

9. When performing the "ankle flex" test with your right foot, was the sole of your foot angled 90 degrees or less? • Yes or No (2 pts.)

10. When performing the "ankle flex" test with your left foot, was the sole of your foot angled 90 degrees or less? • Yes or No (2pts.)

11. Discuss any imbalances you might have in flexibility. These imbalances may be from side to side, opposing muscles across the same joint, or muscles that may affect your posture in certain positions. • Why do you think you have those imbalances? (These could be hereditary, results of exercise of lack of it, injury, or maybe something else.) (5pts.)

12. Identify and describe three specific stretching exercises designed to increase flexibility. (15 pts)

13. Discuss the principles of overload as it applies to stretching. (10 pts)
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Pacing: complete this by the end of Week 3 of your enrollment date for this class.

02.03 Email Activities (E1-E4)

 teacher-scored 35 points possible 45 minutes

Email Activities (E1-E4)

Follow the instructions on the 02_03 Email Modules Assignments PDF attachment to complete the E1-E4 email assignments. These are the only assignments that will be emailed to your instructor. It is important that you do this assignment in the correct order and follow the instructions.

NOTE: Use proper grammar and structure. Be sure to capitalize "I" in your emails and the first letter at the beginning of sentences. (Text messaging has not helped us follow these rules.) Remember, email is often official and professional communication. You should always use a subject. Complete instructions for this assignment are in the attachment.

READ THE ENTIRE 02_03 EMAIL MODULE ASSIGNMENTS PDF BEFORE SENDING YOUR INSTRUCTOR AN EMAIL.

Pacing: complete this by the end of Week 2 of your enrollment date for this class.

02.03 Emergency Savings Quiz (Financial Literacy)

 Understand the importance of emergency savings.

Are you financially prepared for emergencies?: Image from Wikimedia Commons, Huhu Uet, CC Attribution 3.0 Unported BACKGROUND

Tiff and Cameron would have been better off to have “EMERGENCY SAVINGS” for accidents, theft, repairs, job loss, etc. These savings are usually in a bank or credit union where money is quickly available in short-term, liquid accounts. (“Liquid” means you can get cash quickly.)

Visit URL #1 to learn about the importance of Emergency Savings, and then take the 02.03, Emergency Savings quiz.

02.03 Emergency Savings Quiz (Financial Literacy)

 computer-scored 10 points possible 20 minutes

You must score 8 or higher on this quiz to continue. If your score is lower, simply re-take the quiz as many times as you need to, after reviewing the material.

Pacing: complete this by the end of Week 4 of your enrollment date for this class.

02.03 Let's Chat - Comparative Writing - English 10

 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Develop, revise, and strengthen writing as needed. Use technology, to produce and publish writing, drawing supportive evidences from literary or informational texts.

How do cultures compare?: fillster.com/images/pictures "Funny Pictures for Myspace"Up close and personal.: I’m talking to you! by Ilya Khamushkin Fotopedia“Never doubt that a small group of thoughtful, committed, citizens can change the world. Indeed, it is the only thing that ever has.”

HOW DO THESE CULTURES COMPARE?

Write an essay using the answers you have provided about the two community garden reading experiences from above and the outlining activity below.

Your writing must have a purpose and be supported with references from the texts. Use the lists of information that you have gathered from these readings as your points of comparison.

Your comparisons should be focused on the idea of “Community Influence” or “Community Affects” using your study notes and any additional information you choose to document and include as supporting evidence.

Use the following "Grammar Girl" podcast found in the URL listed below to learn the difference between "effect" and “affect.” Use this distinction to improve your writing.

How to Write a Compare-and-Contrast Essay

A compare-and-contrast essay may sound like an easy type of paper to write but it can be a bit of a challenge once you get into the process. It is more than simply stating what is alike and what is different. It is up to you to argue and explain why those similarities and differences matter.

The following steps will guide you through the process of writing an effective compare-and-contrast essay in order to ensure that it has something valuable to say.

Copy and paste the outlining activity between the rows of asterisks below into a word document. Address the questions, then place your work into the assignment submission area after you have saved it to your hard drive.

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Steps of Comparative Writing

Complete the following steps and outline of comparative writing by answering each of the prompts below, in relation to the information you have compiled thus far from “Seedfolks” and “Growing Together”.

1) Why does comparison matter? A good paper will not simply offer a summary of themes, characters, or plot. Your job is to think about how the comparisons and contrasts, of similarities and differences, create meaningful connections to larger issues.

What are three meaningful connections to larger issues that can be seen in both stories?

a.

b.

c.

2) Present a thesis statement. Why is the comparison and contrast noteworthy? What is a reason for your efforts and a compelling case for your audience’s attention.

List three important issues to compare and/or prove using these stories.

a.

b.

c.

3) Select a pattern. There are two ways you can write a compare-and-contrast paper. You can present your arguments in a "tandem" pattern or an "alternating" pattern.

• Tandem

Separate your pros and cons/likenesses and differences, for each story, into two camps. Once you have your lists, the body of your paper will address everything you have discovered about one topic/issue then everything about the other topic/issue.

Create contrasting lists for each story, below.

Pro./Likenesses

a.

b.

c.

Con./Differences

a.

b.

c.

• Alternating

This option aligns the pros and cons/likenesses and differences side by side in the same body of text in each part of the essay. Creating the list of likenesses and differences will be handy here as well, but in using this method, you will continually address two ideas, “back and forth”, as you compose the body of your paper.

Provide three sets of comparisons below from both of the community garden stories together.

Contrasting Comparisons

a.

b.

c.

4) How to decide on a pattern. A good rule for selecting one method over another is length. For longer papers with multiple pages, you should probably go with the alternating pattern to help your readers retain all of the important information about each side of your argument. For shorter papers, the tandem pattern will probably be the best option.

5) Support your facts and comparisons with primary text. Provide primary textual support; in this case, the primary sources are the “Seedfolks” and the New York Times article “Growing Together”.

For each point you address, offer textual evidence for your positions either by directly quoting from the text or by paraphrasing it. Be sure to properly cite each one. Include at least one direct quote, with its reference, from each text. All other paraphrased information should be cited accordingly.

Below, provide at least two of the paraphrased references and one direct quote from each text that you will be using in you paper. Be sure to provide the proper citation for each one.

Text 1

a.

b.

c.

Text 2

a.

b.

c.

Include your interpretation of three topics from each text that you wish to compare. DO NOT USE PERSONAL PRONOUNS LIKE "I" TO EXPRESS THIS PERSPECTIVE.

a.

b.

c.

7) Conclusion

Provide three options for a conclusion that summarize the points of comparison you have made in your paper and restate your thesis from the beginning of your paper.

a.

b.

c.

8) Review. Revise. Repeat. To avoid having your compare-and-contrast essay become convoluted, a tight check must be kept on your writing. Review your work often to make sure you have not digressed into plot summarizing, soap-boxing, or wandering pointlessly in a writer's wilderness. Move or delete text if you have to; don’t keep trying to pound a piece of evidence into the essay puzzle if it clearly doesn’t fit.

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Write

* All of the above information and work should be saved in a folder on your hard drive for future use, reference and grading.

SAVE ALL OF YOUR WORK FROM THIS QUARTER

The above writing steps provided by:
enotes.com/topics/how-write-compare-contrast-essay

02.03 Online Resources

 Use appropriate tools and methods to execute Internet searches which yield requested data.

Think about resources other than search engines that you use to find information on the internet. What are the advantages or disadvantages of using them instead of a general search engine?

Some examples of other resources might be:

• Sites such as Google Maps or MapQuest to get directions or see satellite or street view images of anywhere in the country.
• Address and telephone number lookup sites such as Switchboard or Yellow Pages to get personal and business information.
• Sites such as the Internet Movie Database to get information on movies, television shows, and actors.
• Sites such as Dictionary and Thesaurus to look up the meaning or spelling of a word or to find a synonym of a word.
• Encyclopedic sites such as Wikipedia, Encyclopedia Britannica, World Book Encyclopedia, or How Stuff Works to find an overview of a particular topic.
• The Wayback Machine which stores snapshots of websites on various dates so that you can “go back in time” to see a site as it used to be.
• Video-based information sources such as YouTube and Howcast.

 teacher-scored 10 points possible 30 minutes

Assignment:

1. Use Google maps and StreetView to find and display where you live or the location of your school. Take a screen shot of the Street View to turn in.
2. Use Wikipedia and World Book Encyclopedia (accessible from Utah's Online Library linked below) to find information on the SAME topic. Pick a topic that you have recently studied in one of your other classes, so you will know if the information is accurate or not. Compare/contrast the two articles and decide which provides more information and better information.
3. Use the Wayback Machine to view an early version of your school’s website. Compare/contrast how much it has changed from the school’s current website. (If your school does not have an old version on there, try your previous school, EHS, or another high school in the area.)

Upload a three page document. Page 1 should have the screenshot. Page 2 should have your written comparison on the two articles and which "encyclopedia" you think is better for this topic. Page 3 should have your written comparison of the new and old websites.

FYI: Username and password for Utah's Online Library (formerly known as Pioneer Library) can be found on the first page of the Canvas Learning System, Dashboard, with other school announcements.

Pacing: complete this by the end of Week 2 of your enrollment date for this class.

02.03 Readings in argument (English 9)

 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Executions in the United States, 1930-2004: Wikimedia Commons, released into public domain by author

Write a paragraph explaining what you believe about the death penalty, and why. Save the paragraph--you will need it later.

Next, read the three articles (links below) about issues surrounding the death penalty in the United States.

Copy or summarize four to six statements or examples that seem especially good to you. Be sure to include at least one from each article.

02.03 Recycle City(Geo4Life1)

 Introduction: Image from Open Clip Art Library, CC0 1.0 Universal Public Domain Dedication Think about the items you throw away in an average day. Make a list of these items and keep this list with you throughout this lesson. You will need your list at the conclusion of this lesson. Did you know that it was predicted that by the year 2000, about half of the landfills in America would be filled to capacity? Well, we have passed the year 2000, and we do suffer a pollution problem. The reason landfills are overflowing is because the garbage in them is not decomposing. With the increase of population comes an increase in waste. The United States and Canada rank high in their standard of living. With a high standard of living comes a lot of waste. The United States is the largest producer of wastes in the world. Just look in the mail each day. How much junk mail does your family receive in a week? What do you think we can do to stop the problem? If you are not sure, don't worry. By the end of this lesson, you will be a recycling genius. Go to Recycle City (link below) Click on Go to Recycle City. Before entering the city, scroll down and click on the history of Recycle City. Read about the history of Dumptown to answer the first question.

02.03 Standard 2 video (PE Skills)

 teacher-scored 30 points possible 45 minutes

Standard Two Video

INSTRUCTIONS: You will need to submit an instructional video demonstrating the basic skills for one of the activities you choose to do for your assignment. If you are unable to make a video, you can submit a set of pictures showing the basics skills for the activity/sport you have chosen.

*Your video needs to be at least one minute long and no longer than two minutes long. If you would rather take pictures and use a video editor program to make a video/powerpoint to create your video, you can.
*You will be the star of your video, so you might need to get a friend to do the filming. You will also be the narrator of the video.
*Assume that you are making this video for another student who has never tried your particular activity/sport.
*You CANNOT use the same video for another other Individualized Lifetime Activity Video assignment, including both quarters.

Example: If the activity you choose was tennis, you would need to show the basic skills of tennis, such as:

How to grip the tennis racket.
How to serve a tennis ball.
What a backhand swing looks like and how to accomplish it.
Etc.

You may not have enough time to show all the skills of your activity/sport, but just show what you can.

After making and viewing your video, answer the following questions. Copy and paste the section between the asterisks into your word processor, complete your answers, and save a copy for yourself. Then go to Topic 3 to submit your work to your teacher.

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According to the information you obtained about your activity, what are the critical cues for the movement or skill you chose to show in the video?
What did you see in the video that you were doing well?
What did you see in the video that you could improve on?
What did you see yourself doing that you didn't realize until you watched the video?

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INSTRUCTIONS ON HOW TO SUBMIT YOUR VIDEO:

Video Assignments

You will need a computer with a connection to the Internet and your digital video content (under 2 minutes please). You can choose between "YouTube" or "Photobucket" to host your video assignments. You will need to create an account for either resource. Follow the instructions to upload and share your videos.

Photobucket is very similar.

If you don't have a video camera, you can use still images in a slide show with narration that is converted to digital video.

02.03 Weight management: energy in, energy out (Health II)

 Standard 2, Objective 3: Recognize the importance of a healthy body image and develop appropriate weight management behaviors.

Objective 1: Explain how caloric intake and energy expenditure affect body weight.

What is metabolism? It’s a series of chemical reactions within our body’s cells. Metabolism changes the fuel in our food to energy that our bodies need to do our daily activities. These activities may range from exercising vigorously to reading a book. Metabolism is a continuous process that begins before we were born and ends when we die. It is an important process for all living organisms--not just humans. If metabolism ceases, living things die. After we eat food, enzymes break it down into simpler substances that can be released by our bodies for energy or stored in our liver, muscles, or body fat for use at a later time.

Metabolism, in its simplest form, is something that affects how easily our bodies gain or lose weight. This is where the discussion of calories begins. A calorie is a unit that measures how much energy a specific kind of food provides to the body. A candy bar has more calories than an orange, so it provides the body with additional energy. Sometimes that can be too much of a good thing. Just like a truck stores gas in the gas tank until it is needed to run the engine, the body stores calories--mainly as fat. If we overfill a truck's gas tank, it overflows onto the pavement. Similarly, if we eat too many calories, we "overflow" in the form of excess body fat. The number of calories we burn in a day is influenced by how physically active we are, the amount of fat, in comparison to muscle, in our bodies, and our basal metabolic rate.

The basal metabolic rate (BMR) is a calculation of the rate at which our bodies "burn" energy, in the form of calories, while at rest. The BMR can play a role in our tendency to gain weight. For example, if we have a low BMR (we burn fewer calories while at rest or sleeping) we will be inclined to gain more pounds of body fat over time, compared with a same-sized person with an average BMR who eats the same amount of food and gets the same amount of exercise. Are we stuck with the BMR we inherited from our parents without a chance to change it, or can we change it? Fortunately, we can definitely change our BMR! Exercising and becoming more physically fit will raise our BMR. Also, if we have more muscle and less fat, we will have higher BMRs.

If we take in more calories than our bodies burn, we will gain weight. If we take in the necessary amount of calories for our bodies, we will maintain a healthy weight if we already have a nutritious diet and we exercise regularly.

02.03 Weight management: Fighting Fat viewing assignment (Health II)

 teacher-scored 20 points possible 45 minutes

You will view the video "Fighting Fat - New Ways to Win" (link below), but before viewing, answer the first set of questions.

Keep the "During Viewing" questions handy while you watch so you can write down the answers. Then finish the rest of the assignment.

Copy and paste the section between the lines of asterisks into a word processing document on your computer. Complete your work, and save a copy for yourself. Then submit your work using the assignment submission window for this assignment.

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Before Viewing

1. What is a healthy diet?
2. How do you check to see if your diet is healthy?
3. How does advertising affect your food intake? Name some fast food commercials and explain their purpose.
4. List diseases that are associated with being overweight.

During Viewing

1. Name three forms of fuel for our bodies.
2. What does BMI mean?
3. Currently, what are four ways to lose weight (including medical procedures)?

Activity You are hungry, and your friend has just volunteered to pick up your favorite fast food meal. What would you order?

1. Select a restaurant from the following: Arby’s, Burger King, KFC, McDonald's, Taco Bell, or Wendy’s and write your order here (you'll fill out the other information next):

 Item How many? Calories in each item Percent fat

2. Now that you have your order, go to the nutritional information web page for your selected restaurant. (Web addresses of popular fast-food restaurants are listed below).
3. On the lines next to each item you ordered, write the number of calories and percent fat for that item.

Analyzing the Data

1. Total the calories of your meal.

2. How much of your recommended daily calories (2,000) did you use on this one meal?

3. How many calories do you have left for two more meals and any snacks?

4. Did you stay within the recommended amount of fat (less than 30% of calories from fat)?

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Pacing: complete this by the end of Week 5 of your enrollment date for this class.

 "Fighting Fat - New Ways to Win" (find it under the HUMAN HEALTH tab)http://www.sosq.vcu.edu/videos.aspx

02.03.09 Matrices -- Assignment 5 (PreCalc)

 teacher-scored 95 points possible 80 minutes

Complete

Unit 02 -- Matrices -- Assignment 5
Using Matrices

Print out the attached assignment and complete the assignment on additional and with an appropriate spreadsheet program. Once you have completed the assignment, scan it into the computer and convert it to an image file such as .pdf or .jpg. Also, save and upload your spreadsheet. You may need to practice scanning pencil drawings so that you produce a clear, easily readable image. Finally, upload the image using the assignment submission window for this assignment. Alternately, you may wish to type the answers into a word processing document, convert this to an .rtf file, and upload this. If you do this, be sure to include the questions as well as the answers.

This assignment is worth 95 points.

Complete this assignment after reading Lesson 3.

02.04 Development Stages and Learning Physical Activities (Participation Skills and Techniques)

Tapdance, football and swift-water kayaking are very different activities, but the process of learning them, or any other activity, can be described in similar steps. One way of classifying these steps is

The Developmental Stages of Skill Acquisition. They are listed below:

1. Novice (beginner) - you are just starting to learn the basic rules and guidelines; everything is new to you
2. Advanced beginner - you know the rules, and you can usually perform the basic skills, but you still have to think about it
3. Competent - you've got the basic skills down, but you are still polishing the more advanced or difficult skills
4. Proficient - you're good at the whole range of skills involved in your activity, and you can 'be your own coach' some of the time and begin to plan strategy
5. Expert - you've become so good at your activity that the skills all seem natural, intuitive; you don't have to think about 'how' to accomplish it, and you can analyze problems, plan tactics and strategies, or create new approaches, skills, and tactics

Individual and Age-level Differences We all know that human beings grow and change from birth onwards. A six-month-old baby may be ready to learn to crawl, but not to dribble a basketball! As we go through the years of 'growing up', we change from being weak, uncoordinated, small, and unable to communicate to being bigger, stronger, more coordinated and able to speak and understand each other. At each age or stage of development, appropriate activities help us get stronger, more coordinated and more confident. Inappropriate activities may cause injuries to our bodies or our confidence. Moreover, we each develop at our own rate. Some babies walk at nine months; some babies don't walk until much later. Some six-year-olds are ready to learn to swim like fish; others need to splash in the shallow end and learn the 'jellyfish float.' Even as teenagers, when we may have reached our adult height, there are big differences between individuals' skill levels. What causes these differences? Partly it is genetic, past experience, physical fitness, or motivation. There is no doubt that some kids are born with the mental and physical talent to pick up certain skills more quickly and easily than most of us. However, good instruction, coaching, and practice (hundreds to thousands of hours over many years) are what create great athletes in any sport or activity. In the long run, the person who has the dedication to keep working at it will surpass most of the more talented individuals. As you participate in physical activities, be realistic and patient with yourself AND others. Bottom line: it takes time to develop new skills, and it takes more time for some people than for others. First Things First Recognize that when you are learning a sport or activity, you will need to learn and practice some basic skills before you can do the more advanced things. Often, the basic stuff seems boring or oversimplified, and you want to get on with the more exciting things. Spending time to learn the basics will pay off. If you learn incorrect form to begin with, it can take years to correct those bad habits. If you try moves you aren't ready for, you may be injured or just get frustrated. A good instructor will be able to break down complex skills into 'bite-size' components you can learn now and then put together successfully later. Read the article on the difference between Skill, Technique, and Ability below.

 teacher-scored 30 points possible 450 minutes

This assignment should be completed by WEEK 4 of this class

You are going to spend a total of SEVEN HOURS doing at least TWO different physical activities of your choice; you may include the time it takes you to find the rules for any new activity as part of your hours, and the time it takes you to fill out your ACTIVITY WORKSHEETS (But this time should only add up to about 30 min. Below is a list of optional physical activities, but you are not limited to these: Use your imagination and have fun learning and finding new exercises and sports.

Golf, archery, bowling, weight training, aerobics, walking, jogging, social dance, rope jumping, disc golf, disc football, in-line skating, biking, fishing, martial arts, yoga, climbing, skiing, tennis, hiking, step class, croquet, badminton, horseshoes, soccer, basketball, baseball, Frisbee and aquatics.

You must try at least TWO different activities, but you are not limited to only two. You must spend at least THREE hours doing each activity you choose, and you must complete a total of at least SEVEN hours.

You may use the internet, books, or instructors/coaches to find the needed rules and/or equipment you need if you are trying a new activity. REMEMBER, safety comes first with whatever activity you choose. After each activity you must complete the worksheet. Please put your answers in bold. Once you complete your SEVEN HOURS of activity and the worksheets for each activity, you will send me BOTH OF THE WORKSHEETS FOR THE TOTAL SEVEN HOURS AT THE SAME TIME, OR THEY WILL NOT BE GRADED! Here are the worksheets:

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ACTIVITY WORKSHEET #1

NAME:

DATE:

# OF HOURS OF ACTIVITY:

1. What activity did you choose to do, and WHY?

2. What did you do to warm up for the activity? (Just stretching is not detailed enough!)

3. What did you do to cool down for this activity? (Just stretching is not detailed enough!)

4. How did you use your joints for this activity?

5. Would you consider your activity an aerobic exercise, a strength training exercise, or a combination of two or three? Explain.

6. Why is it important to have your Center of Gravity low when performing exercises, please Explain the importance of your center of gravity for at least ONE movement in this activity.

7. Where are you in the stages of skill acquisition (Developmental Stage) for this activity? (Refer back to 02.04 Lesson to make sure you have the right stages!)

8. Design and explain THREE different practice sessions that could help you improve your skills for this activity. (Make sure you are thorough and detailed in how you would conduct a practice sessions to become better at this skill or exercise!)

ACTIVITY WORKSHEET #2

# OF HOURS OF ACTIVITY:

1. What activity did you choose to do, and why?

2. What did you do to warm up for the activity? (Just stretching is not detailed enough!)

3. What did you do to cool down for this activity? (Just stretching is not detailed enough!)

4. How did you use your joints for this activity?

5. Would you consider your activity an aerobic exercise, a strength training exercise, or a combination of two or three? Explain.

6. Explain the importance of your center of gravity for at least ONE movement in this activity.

7. Where are you in the stages of skill acquisition (Developmental Stage) for this activity? (Refer back to 02.04 Lesson to make sure you have the right stages!)

8. Design and explain THREE different practice sessions that could help you improve your skills for this activity. (Make sure you are thorough and detailed in how you would conduct a practice sessions to become better at this skill or exercise!)

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Pacing: complete this by the end of Week 4 of your enrollment date for this class.

02.04 Flexibility exercise program (Fitness for Life)

 Explore concepts related to flexibility, e.g., genetics, static vs. ballistic stretching, and joint variations.

Introduction: The purpose of this assignment is to have you perform a workout that emphasizes flexibility. Once you perform this type of workout, you can decide how to incorporate flexibility activities into your overall workout program. Essential Question: What is our body trying to tell us? Jog or walk for 5 to 10 minutes to warm up your cardiovascular and muscular system. For this assignment, you will experience a Flexibility Exercise Program. Use the online demonstrations provided at the links below. This workout asks you to complete ten flexibility exercises:

knee-to-chest, backsaver sit-and-reach, spine twist, sitting stretcher, zipper, arm pretzel, hip stretcher, chest stretch, arm stretcher, and calf stretcher. For each exercise, follow the directions.

First, a few notes:

• For this assignment, do not complete the ballistic stretches. Only conduct ballistic stretches under the direction of a qualified physical education teacher or coach.
•
• If you have noticeably weakened muscles or joints, do not stretch them until the connective tissue has healed. Simply make a note of that difficulty on the assignment.
•
• As you apply some of these flexibility exercises to your workout, note that muscles and other connective tissues should be stretched daily (for optimal flexibility and performance.) Although they do NOT increase strength or cardio fitness, proper stretching will help increase performance and avoid injuries.
•
• For those who experience chronic back pain, it is often caused by decreased flexibility of the hip flexor muscles, a result of sitting too much at a desk. This puts an unnatural strain on the back. Flexibility exercises, done properly, can often decrease chronic back pain.

 Muscular Anatomyhttp://www.shapesense.com/fitness-exercise/muscle-anatomy/Seated Lower Back Stretchhttp://www.exrx.net/Stretches/ErectorSpinae/SeatedFloor.htmlPNF Seated Glute Stretchhttp://www.exrx.net/Stretches/GluteusMaximus/PNFSeated.htmlLying Hamstring Stretchhttp://www.exrx.net/Stretches/Hamstrings/LyingSingleLeg.htmlLying Crossover Stretchhttp://www.exrx.net/Stretches/HipAbductors/LyingCrossover.ht...Seated Hamstring Stretchhttp://www.exrx.net/Stretches/Hamstrings/Seated.htmlOverhead Triceps stretchhttp://www.exrx.net/Stretches/Triceps/Overhead.htmlPNF Overhead Triceps Stretchhttp://www.exrx.net/Stretches/Triceps/PNFOverhead.htmlSide Deltoid Stretchhttp://www.exrx.net/Stretches/DeltoidLateral/SideDelt.htmlLunging Hip Flexor Stretchhttp://www.exrx.net/Stretches/HipFlexors/LungingHipFlexor.ht...Seated Biceps stretch:http://www.exrx.net/Stretches/Biceps/Seated.htmlBehind Head Chest Stretchhttp://www.exrx.net/Stretches/ChestGeneral/BehindHead.htmlPNF Behind Head Chest Stretchhttp://www.exrx.net/Stretches/ChestGeneral/PNFChestBehindHea...Lunging Straight Leg Calf Stretchhttp://www.exrx.net/Stretches/Gastrocnemius/Lunging.htmlPNF Lying Hamstring Stretchhttp://www.exrx.net/Stretches/Hamstrings/PNFLyingSingleLeg.h...PNF Seated Hamstring Stretchhttp://www.exrx.net/Stretches/Hamstrings/PNFSeated.html

02.04 Flexibility exercise program activity (Fitness for Life)

 teacher-scored 60 points possible 75 minutes

1. Backsaver sit-and-reach:

Go to Seated Lower Back Stretch (see link in lesson above) ______ Check here after you complete the backsaver sit-and-reach static stretch for 10-15 seconds. Make sure you stretch both your right and left side. (1 pt)

Backsaver PNF Stretch:

Go to PNF Seated Glute Stretch (see link in lesson above) ______ Check here after you complete the backsaver sit-and-reach PNF stretch. Make sure you stretch both your right and left side. (Push heel to the floor and contract the hamstrings for 3 seconds, relax, then grasp your ankle with both hands and pull your nose to your knee. Hold for 10-15 seconds.) (1 pt)

2. Knee to chest static stretch procedure:

Go to Lying Hamstring Stretch(see link in lesson above) ______ Check here after you complete the knee-to-chest static stretch for 10-15 seconds. Make sure you stretch both your right and left side. (1 pt) Knee-to-chest PNF Stretch: Go to PNF Lying Hamstring Stretch(see link in lesson above) ______ Check here after you complete the knee-to-chest PNF stretch. Make sure you stretch both your right and left side. (Squeeze buttocks muscles for 3 seconds, relax by lowering your hips to the floor, place hands under knee and gently pull knee to chest; and hold for 10-15 seconds.) (1 pt)

3. Spine twist static stretch procedure:

Go to Lying Crossover Stretch (see link in lesson above) ______ Check here after you complete the spine twist static stretch for 10-15 seconds. Make sure you stretch both your right and left side and repeat so each side is stretched twice. (1 pt)

4. Sitting Stretcher static stretch procedure:

Go to Seated Hamstring Stretch (see link in lesson above) ______ Check here after you complete the sitting stretcher static stretch for 10-15 seconds. (1 pt) Sitting Stretcher PNF stretch: Go to PNF Seated hamstring Stretch (see link in lesson above) ______ Check here after you complete the sitting stretcher PNF stretch. (1 pt)

5. Zipper Static:

Go to Overhead Triceps stretch (see link in lesson above) ______ Check here after you complete the zipper static stretch for 10-15 seconds. (1 pt) Zipper PNF stretch: Go to PNF Overhead Triceps Stretch (see link in lesson above) ______ Check here after you complete the zipper PNF stretch. (1 pt)

6. Arm Pretzel static stretch:

Go to Side Deltoid Stretch (see link in lesson above) ______ Check here after you complete the arm pretzel static stretch for 10-15 seconds. Repeat this exercise so you stretch these muscles twice. (1 pt)

7. Hip Stretcher static stretch:

Go to Lunging Hip Flexor Stretch (see link in lesson above) ______ Check here after you complete the hip stretcher static stretch for 10-15 seconds. Repeat this exercise so you stretch these muscles twice. (1 pt)

8. Static Arm stretcher:

Go to Seated Biceps stretch (see link in lesson above) ______ Check here after you complete the static arm stretcher stretch for 10-15 seconds. Repeat this exercise so you stretch these muscles twice. (1 pt)

9. Static Chest stretch procedure:

Go to Behind Head Chest Stretch (see link in lesson above) ______ Check here after you complete the static chest stretch for 10-15 seconds. (1 pt) PNF Chest Stretch: Go to PNF Behind Head Chest Stretch (see link in lesson above) ______ Check here after you complete the PNF chest stretch. (1 pt)

10. Calf Stretcher:

Go to Lunging Straight Leg Calf Stretch (see link in lesson above) ______ Check here after you complete the static calf stretcher for 10-15 seconds. Repeat this exercise so you stretch these muscles twice. (1 pt)

Questions

1. Discuss which stretches seemed to work the best for you and which stretches did not.• Describe the criteria that caused you to reach that conclusion. What were you feeling, and what was your body telling you?(10 pts.)

2. Do you feel you got a better stretch using static or PNF stretching? • Describe the physical response that makes you feel that way? (Note: You are not being asked which you like the best or which you will use. You are being asked about the relative quality of the muscle stretch.) (10 pts.)

3. Select 5 stretches from the above stretches performed that you think would be optimal to include in your workouts, and explain why you chose that stretch:  (4 pts each)

Stretch 1:

Why did you choose that particular stretch?

Stretch 2:

Why did you choose that particular stretch?

Stretch 3:

Why did you choose that particular stretch?

Stretch 4:

Why did you choose that particular stretch?

Stretch 5:

Why did you choose that particular stretch?

Pacing: complete this by the end of Week 3 of your enrollment date for this class.

02.04 Standard 2 Assignment(PESkills)

 teacher-scored 30 points possible 420 minutes

You are going to spend a total of SEVEN HOURS doing different kinds of physical activities of your choice; you may include the time it takes you to find the rules for any new activity as part of your hours, and the time it takes you to fill out your ACTIVITY WORKSHEETS. Copy the worksheet below (between the lines of asterisks) and paste into a word processing document on your computer. Complete the worksheet and save a copy for yourself. Go to section 3 "Assignments, Quizzes, Tests" on the homepage of the class. Then click on "Standard 2 Assignment" and 'edit my submission' to paste in and submit the worksheet.
Below is a list of optional physical activities, but you are not limited to these:

Golf, archery, bowling, weight training, aerobics, walking, jogging, social dance, rope jumping, disc golf, disc football, in-line skating, biking, fishing, martial arts, yoga, climbing, skiing, tennis, hiking, step class, croquet, badminton, horseshoes, soccer, basketball, baseball, Frisbee and aquatics.

You must try at least two different activities, but you are not limited to only two. You must spend at least THREE hours doing each activity you choose, and you must complete a total of at least SEVEN hours.

You may use the internet, books, or instructors/coaches to find the needed rules and/or equipment you need if you are trying a new activity. REMEMBER, safety comes first with whatever activity you choose.

After each activity you must copy and paste the following worksheet into a word document and complete the worksheet. Please put your answers in bold. Once you complete your SEVEN HOURS of activity and the worksheets for each activity, you will send me BOTH OF THE WORKSHEETS BY SUBMITTING THEM IN THE SUBMISSION BOX IN SECTION 3 FOR THE TOTAL SEVEN HOURS AT THE SAME TIME, OR THEY WILL NOT BE GRADED!!!!

Here are the worksheets:

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ACTIVITY WORKSHEET #1

NAME:

DATE:

1. What activity did you choose to do, and why?

2. What did you do to warm up for the activity?

3. What did you do to cool down for this activity?

4. How did you use your joints for this activity?

5. Would you consider your activity aerobic exercise, strength training, or both? Explain.

6. Explain the importance of your center of gravity for at least one movement in this activity.

7. Where are you in the stages of skill acquisition for this activity?

8. Design and explain three different practice sessions that could help you improve your skills for this activity.

ACTIVITY WORKSHEET #2

1. What activity did you choose to do, and why?

2. What did you do to warm up for the activity?

3. What did you do to cool down for this activity?

4. How did you use your joints for this activity?

5. Would you consider your activity aerobic exercise, strength training, or both? Explain.

6. Explain the importance of your center of gravity for at least one movement in this activity.

7. Where are you in the stages of skill acquisition for this activity?

8. Design and explain three different practice sessions that could help you improve your skills for this activity.

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02.04 The effects of poor nutrition and inactivity (Health II)

 Standard 5, Objective 2: Analyze the effects of non-communicable diseases.

Explore the short and long term effects of poor nutrition and inactivity (e.g., obesity, chronic diseases). Obesity is an epidemic among teens. One-third of youth ages 2-19 are overweight or obese. This can lead to serious health problems when teenagers become obese adults. Some of these include short-term effects like lethargy, depression, and low self-esteem. Long-term effects are arthritis, heart disease, high blood pressure, strokes, diabetes, and cancer.

HOW DO PEOPLE BECOME OBESE? When people continue to eat more calories than they can burn, more fat builds up in their bodies. If this habit of poor nutrition, combined with physical inactivity, continues, they become overweight or obese. WHY DO PEOPLE BECOME OBESE? Even though genes impact our body types and sizes, environment plays a huge role! Many of us consume fast foods high in fat and sugars. High-calorie, low-nutrient snacks and drinks, larger portions of food, and less-active lifestyles are all adding to the obesity epidemic. NEGATIVE EFFECTS OF OBESITY: Obesity is not only bad for a person’s body, but also for their minds. Obese individuals are more likely to be depressed and have a lower self-esteem. It can make someone lethargic, feeling like they have no energy to do anything. Obesity’s negative effects on the body are many, but we will mention the main ones. Carrying extra weight puts added stress on the body, especially the bones and joints of the legs. Wear and tear on the joints from carrying extra weight can cause painful arthritis at a young age. As overweight kids and teens get older, they are more likely to develop chronic diseases such as heart disease, diabetes, and cancer. They are also more prone to develop high blood pressure and high cholesterol levels which can cause strokes. WHAT CAN I DO TO OVERCOME OBESITY? Fortunately, we can do easy things to combat obesity. Things such as exercising, eating a nutritious and balanced diet, controlling portion sizes, and limiting TV, computer, and video game time can help teenagers overcome obesity and maintain a healthy weight.

 Required: Health Effects of Obesityhttp://stanfordhealthcare.org/medical-conditions/healthy-liv...Supplemental: The relationship between diabetes and obesityhttp://www.diabeticcareservices.com/diabetes-education/diabe...

02.04 Viewing assignment "The Diabetes Cure" (Health II)

 teacher-scored 36 points possible 75 minutes

View "The Diabetes Cure – Creating Hope" found at the link below, under the HUMAN HEALTH tab, but first complete the "Before Viewing" questions.

Then answer the other questions and complete the activity.

Copy and paste the section between the lines of asterisks into a word processing document on your computer. Complete your work, and save a copy for yourself. Then submit your work using the assignment submission window for this assignment.

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Background: Glucose is broken down from food in the digestive system. Glucose enters the blood stream and is the major source of energy in animals. To convert glucose in the blood into energy, the body needs the hormone insulin, which is produced in the pancreas.

Before Viewing

1. What is diabetes?

2. Who is at risk of getting diabetes?

3. What do you know about diabetes, and what are some of its symptoms, consequences and treatments?

 Symptoms Consequences Treatments

4. Can dogs and other animals get diabetes?

After Viewing

1. What are the two types of diabetes? How do the different types of diabetes differ? Do both types have to be treated with insulin injections?

2. What does the acronym INGAP stand for? Where would you find INGAP?

Activity A. Write a 500-word paper (this is about two pages) on diabetes. Your paper should include a description of diabetes, an explanation on the different types of diabetes, causes, complications, risks and prevention, as well as treatments. Write the paper in your own words--DO NOT copy and paste. Include references where you obtained your information for your paper.

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 Structure Content Points possible Introduction (one paragraph) Basic description, and reasons why diabetes is important 3 points one to two paragraphs Describe the types and causes of diabetes 3 points one to two paragraphs Describe the risks and possible complications of diabetes; if you know people with diabetes, describe how it affects their lives 3 points one to two paragraphs Describe prevention and treatments of diabetes 3 points Conclusion - one paragraph Describe how diabetes would affect your life (or how it does, if you already have it), and what you would be willing to do to prevent it 3 points Works cited - list Include authors, titles, publication dates of your sources; include url if it was an internet source 3 points Editing Correct any spelling, punctuation, capitalization or other conventions errors 3 points

Pacing: complete this by the end of Week 5 of your enrollment date for this class.

 "The Diabetes Cure" (find under HUMAN HEALTH tab)http://www.sosq.vcu.edu/videos.aspx

02.04 Web 2.0 Applications

 Understand the concepts, differences, and uses of the Internet, browsers, and WWW.

View the Web 2.0 presentation to learn more about how the Internet started and how it has transformed over the years.

You would most likely trust your friends more than a company. Therefore it is important to have feedback on websites. Explore all of the linked Web 2.0 websites on this lesson.

Then think about what issues might there be with creating accounts online?

You may have thought of privacy as one of the issues with creating accounts online.  There are certain items you should keep private and avoid disclosing online. Never post your:

• Personal finance information
• Personal conversations
• Social plans
• Pictures of where you live
• Pictures of vehicle license plate numbers
• Birth date and place
• Future vacations
• Inappropriate photos
• Confessionals

 teacher-scored 10 points possible 50 minutes

Using complete sentences, tell me five things you learned from the Web 2.0 presentation. Please number them 1-5.

Using complete sentences, tell me five things you learned from exploring the Web 2.0 websites. ie: How these Web 2.0 sites differ from a static Web 1.0 site. Please number them 1-5.

For a total of ten new things you learned.

Pacing: complete this by the end of Week 2 of your enrollment date for this class.

 Web 2.0 - Social Bookmarkinghttps://delicious.com/Web 2.0 - Social Bookmarkinghttps://www.pinterest.com/Web 2.0 - Word Cloudhttp://www.wordle.net/Web 2.0 - Word Cloudhttp://www.tagxedo.com/Web 2.0 - Photo Editinghttp://apps.pixlr.com/editor/Web 2.0 - Diagram Editorhttps://www.draw.io/Cool Texthttp://cooltext.com/

02.04 Writing an argument essay (English 9)

 Draw evidence from literary or informational texts to support analysis, reflection, and research. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Death penalty map:: Dark Blue: no death penalty; Light Blue: death penalty not applied for over 10 years; Brown: death penalty only used in wartime; Orange: used against adults; Red: used against adults and adolescents
An argumentative essay presents reasons and evidence (facts, statistics, examples, logical analysis, quotes, etc) with regard to an arguable topic. Although it is possible to argue almost anything, it is most practical to argue topics for which there is reasonable evidence for at least two different viewpoints, without depending mainly on opinion or emotion. We won't be writing arguments on topics like what perfume smells best or what is the most beautiful kind of music because those are matters of opinion. We won't argue topics like whether gravity exists because there is so little evidence to the contrary. If you are asked to choose a topic (note that in this class, the topic will be assigned), it may be better not to choose a topic on which you already have a passionate opinion because it could be difficult for you to deal with opposing evidence and avoid getting emotional.

Pre-Writing

Once you have a topic, you will need to do some brainstorming and research. List what you already know (or think you know) about the topic and any questions you have. Search for information, opinions, and quotes about the topic. Are there two sides to the argument, or (more likely) is it more complicated than that? Whenever you find interesting evidence, copy/write it down and note down the source. Get more evidence than you think you need, and remember to write down opposing evidence as well as supporting evidence. Make an evaluation of how reliable each source is--you don't want to build your essay on a 'fact' that turns out to be bogus.

When you have collected lots of information, think about ways to categorize it. What pieces of information belong together? How do they relate? What claim(s) could you support based on what you have found? What counterclaims? Narrow it down to one significant claim and counterclaim on which to focus your essay. Sketch out an informal outline for what order you will use to present your ideas and evidence.

Composing

When you sit down to compose the first draft of your essay, remember that it doesn't have to be perfect the first time! You'll be aiming to write an introduction that will give your reader some background (how much depends partly on your intended audience--how much does your audience already know?) and a brief version of your claim (thesis) and the main kinds of supporting evidence.

The main part of your essay will develop your claim(s) and counterclaim(s), including and analyzing reasons, evidence, examples, and/or expert opinion for each claim or counterclaim. Not all evidence is equal! Part of your job as the writer is to select and identify the strongest evidence, and also to point out weaknesses in logic or evidence. It's better to fully develop a few important reasons than to mention dozens. To help your reader follow your reasoning, divide your writing into paragraphs that help clarify the relationships between the claims and evidence.

At the end, you will write a conclusion that draws on the reasons and evidence you presented earlier to clarify the argument, point out the importance of the topic, and emphasize the main 'take-home message'.

Revising

Ideally, after you finish the first draft, you will put it away for a day or two and/or ask some friends to read it and let you know what strengths and weaknesses they notice, especially if there is something they don't understand. When you are ready to revise, look for things you can improve:

• Is there strong evidence to support each reason? If not, add evidence.
• Is there anything that doesn't seem relevant? If so, either re-write to show how it is relevant, or take it out.
• Read back over with an eye for sequence--do you have everything in the most logical, effective order? If not, use cut and paste to rearrange sentences or paragraphs.
• Check the transitions between ideas and between paragraphs. Use words, phrases or clauses that help show the relationships between ideas or paragraphs.
• Is the tone consistently formal, or appropriate for the audience? Make sure you have used objective language and precise vocabulary.

Editing

Finally, once your essay says what you want it to say, use your computer's spellcheck and your own eyes (and the eyes of any willing friends or family) to look for spelling, punctuation, capitalization and grammar or usage errors. Fix them! (There is nothing wrong with fixing errors you notice while composing or revising, too, but always finish up with editing so you catch anything you might have missed earlier.)

02.04.02 activity log week 3 (Fitness for Life)

 teacher-scored 65 points possible 120 minutes

by Fabinou74, CC Attribution Share-Alike 3.0, via Wikimedia Commons

Submit your activity log. To submit your work, scan or take a photo of your log and the form. Save as a .jpg, .pdf or .gif and go to Topic 3 on the main class page to upload the files.

IMPORTANT: Please do not email logs, as this delays the grading process, since emails do link into the instructor's grade book. As a last resort, you may mail copies to your teacher's physical address.

Pacing: complete this by the end of Week 4 of your enrollment date for this class.

02.05 Body composition measurement (Health II)

 Standard 2, Objective 3c: Evaluate the strengths and weaknesses of various body-weight indicators (e.g., Body Mass Index [B.M.I.], waist circumference, body fat percentage calculators).

Evaluate the strengths and weaknesses of various body-weight indicators (e.g., Body Mass Index [B.M.I.], waist circumference, body fat percentage calculators).

BMI If we go to our doctor’s office to inquire the status of our weight, our doctor will measure our height and weight to get our BMI. BMI is our weight in kilograms divided by our height in meters squared. The BMI measure is a quick and easy way to determine if we are underweight, at the ideal weight, overweight, or obese. A weakness of the BMI is that it doesn’t distinguish between fat weight versus muscle weight. We can have an unhealthy BMI reading even though we may be in top physical condition just because we have a large mass of muscles. It would also give an inaccurate reading for a pregnant mother. Another weakness is that it doesn’t distinguish between weight that’s centered around the midsection or belly of a person to the weight that’s centered around the lower body of another person. People with the greater amount of weight around the belly, or with a higher waist circumference, have a greater risk of cardiovascular disease and diabetes than those with the weight in the lower body. Waist circumference A strength of the waist circumference (WC)test then, is that it has a high correlation between risks of cardiovascular disease, diabetes, high blood pressure, and colon cancer to men with a WC > than 102 cm and women with a WC > than 88. The major weakness of the WC test is the high ethnic variability that exists. There are different healthy cutoff numbers, depending on your ethnicity. Body fat calculators A strength of the body fat percentage calculator is that it gives general readings for body fat percentages for men and women of different ages. Calculators that ask for specific data and a wide range of body measurements would be more accurate than those that just ask for your age, gender, height, weight, and waist circumference. A weakness of the calculators is that it isn’t ultimately the most accurate way to determine your body fat percentage. Underwater weighing and the U of U’s BOD POD may give more accurate readings.

02.05 Eating disorders (Health II)

 Standard 2, Objective 3d: Examine the causes, symptoms, and the short and long-term consequences of eating disorders.

Examine the causes, symptoms, and the short and long-term consequences of eating disorders.

Eating disorders are a serious health problem that affects around 1 to 2% of teens.

Anorexia nervosa is an eating disorder in which individuals have a fear of gaining weight. Teens who have this disorder go long periods of time without food, and any food eaten is in very small amounts.  Bulimia nervosa is an eating disorder in which teens binge (eat a very large amount of food) and then purge (a forced vomit, or laxatives may be used) to prevent any weight gain.  Binge eating disorder is characterized by eating very large amounts of food at a time, and at least three times a week.

Causes

There are several causes of eating disorders. Teens (most often girls, but boys may also be affected) who develop an eating disorder typically are between the ages of 13 and 17 years old. This is a time when there’s pressure to do well in school, there’s peer pressure, and it’s a time when many physical and emotional changes occur in a teen. For girls, it’s entirely normal and necessary to gain some weight in fat during puberty. Some of them feel the pressure to look like petite movie stars or celebrities. They may feel pressure to get rid of this new weight any way possible. Teens who experience depression, anxiety, obsessive compulsive disorder, and the need for control may also have an eating disorder. There is also some evidence that a tendency for eating disorders may be genetic although this is difficult to determine because individuals learn behaviors from their families.

Symptoms and Consequences

Symptoms of anorexia include becoming very thin, nothing but “skin and bones” thin. These individuals are obsessed with weight control, they intentionally avoid social activities where food is present, they portion food carefully, and they believe they are fat even when they become dangerously thin. Short term consequences of anorexia include loss of hair, lower blood pressure, lightheadedness and inability to focus. Long term consequences include osteoporosis, anemia, decreased kidney functioning, dehydration, low potassium, and death.

Symptoms of bulimia are feeling depressed with body size, shape, and weight. Individuals with bulimia eat a lot of junk food (binge) and then, secretly, go and use the bathroom soon after the binge (so they can vomit the food out of their bodies). They may also exercise excessively to rid themselves of any weight gain. Short term consequences of bulimia include mood swings, getting tired easily, loss of hair, feeling cold often, dry skin, and constipation. Long term consequences include damage to the stomach, kidneys, and throat because of vomiting stomach acid, tooth decay because of stomach acid, and loss of potassium that can lead to heart problems and death. Recovered bulimics often cannot eat acidic foods or foods that are spicy for the remainder of their lives because their throat and stomach are permanently damaged.

Possible binge eating consequences would be obesity leading to diabetes, heart disease, stroke, high blood pressure, high cholesterol, and cancer.

 Required: Teens Health on eating disordershttp://kidshealth.org/teen/food_fitness/problems/eat_disorde...Supplemental: Teen Eating Disorders part 1 videohttp://www.youtube.com/embed/B8kgnu55BiE?wmode=transparent&r...Supplemental: News video on teen eating disordershttp://www.dailymotion.com/video/xh798d_teen-eating-disorder...Supplemental: Eating Disordershttp://kidshealth.org/teen/food_fitness/problems/eat_disorde...

02.05 Evaluating Websites Rubric

 Evaluate the results of web searches and the reliability of information found on the Internet.

Why do you need to evaluate the websites you visit? Anyone can put whatever information they want on the Internet. That does not mean that it is true or reliable.

Watch the linked videos. Pay attention and take notes on any information that will help you evaluate a website. Then organize your notes into the following categories:

• Authority
• Purpose
• Accuracy
• Currency
• Objectivity

Add any additional criteria that you personally use to determine if a website is a valid source for a research paper.

Using your notes from the videos, create a generic website evaluation rubric. Your rubric must contain the following items:

• Use of a Table: format your document with a table using word processing or spreadsheet software
• At least 2 questions from each of the above categories: total of 10 questions (or more)
• Criteria on which each question is evaluated. You can use Yes, No, Unsure OR you could create a scale from 1 to 5

Here is a beginning sample:

You will not answer the questions on the rubric yet. Just create a rubric that can be used in the future.

 Criteria Points Notes from the videos 2 Use of a table 1 Two valid questions from each category 5 Criteria on which each question is evaluated 2

 teacher-scored 10 points possible 30 minutes

Pacing: complete this by the end of Week 3 of your enrollment date for this class.

02.05 Savings vs. Investments (Financial Literacy)

 Compare long-term and short-term savings and investments.

Dow Jones Industrial Index average, 1900-2008: Public domain

BACKGROUND

In this unit, you will study investments. Savings (like bank savings, CD's, and bank "money market" accounts) are different from investments (like stocks, bonds, and mutual funds). Each has advantages and disadvantages. Sometimes low-interest savings are better than investments because the risk with savings is lower, and the money is more liquid. Sometimes higher returns with higher risk are preferable--that’s when investments are preferred. This assignment compares savings and investments.

Savings vs. Investments

> Rate of return: Investments usually have higher potential rates of return. Savings rates tend to be lower.
> Risk: Investments are not guaranteed and may even go down. Savings are usually insured with guaranteed growth.
> Length of time: Investments are generally for longer times. Savings are generally for shorter times.
> Purpose: Investments are used for long term goals like education and retirement where there is a long-term need to increase the value of money and protect earnings against inflation. Investments should not be used as emergency funds since they are often more risky and not as accessible. Savings ARE more for suitable for emergencies and items that are too expensive to purchase from one paycheck.
> Costs & Fees: Investments are usually more complex than savings. Hence, there are investment fees to pay for advisors and those who offer advice and sell the investments. In addition, there are often costs for transactions such as for buying stocks, managing mutual funds and annuities, purchasing bonds, etc. Savings, on the other hand, do not generally involve so many fees but are just one of the standard services offered by banks, credit unions and similar institutions.
> Liquidity: Savings are usually more liquid than investments. For example, a savings account is much easier to convert to cash than your house. Cash is more liquid than real estate. Investments are usually not as liquid.

Complete the three URL Activities below. Read the instructions for each activity carefully to make sure you visit all the required web pages but do not visit more than is necessary. All three parts include pages from the same web site.

Visit URL #1: to read the site information until you reach the “Detour” sign. Then exit and proceed to the next URL.

Visit URL #2: to read the site information until you reach the “Detour” sign. Then exit and proceed to the next URL.

Visit URL #3: to complete “Getting Ready to Invest” (Skip the “Bloomberg” link.) Stop when you reach the “Detour” sign. Then exit and proceed to the “Assignments, Quizzes, and Tests” section.

02.05 Savings vs. Investments (Financial Literacy)

 teacher-scored 10 points possible 30 minutes

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ASSIGNMENT 02.05 Questions (13E)
(Copy everything between the asterisks.)
1) Q: What do you think happens to the value of investments that grow slower than inflation? > ANSWER:

2) Q: List the two ways to "beat inflation" with your SHORT-TERM savings from URL #1: >

3) Q: List two of the places you should put your LONG-TERM savings from URL #1(pages 3-4):

4) Q: The web page says people should pay off high-interest loans and credit before starting long-term investments. What do you think happens to your total earnings if you pay higher interest on loans than you earn on investments? > ANSWER:
5) Q: Experts say people should save about 10% of their income; how many dollars per month do you think you should save as a minimum?> ANSWER:
6) Q: (02.05): Write your first and last name and today's date.> ANSWER:

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Pacing: complete this by the end of Week 4 of your enrollment date for this class.

02.05 The influence of the media on body image (Health II)

 Standard 2, Objective 3e: Analyze the influence of media on body image.

Analyze the influence of media on body image.

Body image is how we feel about our own physical appearance. Self esteem is how much we value and respect ourselves. Body image and self esteem are linked together during the teen years because it’s during this time that teens care most about how others view them.

Some teens may have a poor self esteem and body image when they go through puberty because their bodies go through many changes. Going through these changes, along with the desire to be accepted, leads teens to compare themselves with others. Often teens also compare themselves with celebrities on TV, in movies, or in magazines. It is normal to occasionally feel critical of your own body. You may wish to be better-looking, more muscular, thinner, taller, or shorter. You may wish you had higher cheekbones, narrower hips, wider shoulders, darker eyes, clearer skin, longer legs, or whatever.

It is healthy to set realistic goals for change, but not to obsess about things you can't change. In a short video clip, a professional photographer explains how 99% of pictures of celebrities in magazines have been photoshopped. Many teens look at pictures of celebrities in these magazines and view them as perfect. The truth of the matter is that celebrities don’t look perfect and in many cases, have several physical flaws that get photoshopped out of their pictures.

To overcome a negative body image of ourselves, it’s important to understand that no one, celebrities included, looks perfect. We all have flaws that we may or may not be able to change. If it’s something that can be changed, like lack of muscle tone, then we can do our best to change it. On the flipside, we all have positive qualities. It’s important to focus some of our energy into what we do well and what makes us happy in life.

If we focus on what we do well, then naturally, our self esteem will improve. The media (and especially advertising) also suggest that in order to find happiness, we need to be good-looking and sexy. In commercials, movies and TV shows, tall, muscular, good-looking men and slender beautiful women fall in love, get married, have successful careers and plenty of money, own nice homes, and have happy families. This is unrealistic. Being good looking does not mean you will have a happy life. Lacking good looks doesn't mean you will end up poor, unemployed, single or unhappy! This is common sense, and we hear constantly about celebrities who have tremendous good looks going through drug addiction, terrible divorces or suicide--but we are also bombarded by media images suggesting otherwise. Watch the video clips below.

 Required: Dove "Evolution" videohttps://vimeo.com/4097606Required: "The Photoshop Effect" videohttps://www.youtube.com/embed/YP31r70_QNM?wmode=transparent&... "Body Image and Self Esteem" articlehttp://kidshealth.org/teen/your_mind/body_image/body_image.h...Body Image, Self-Esteem And Self-Concept / Video https://www.youtube.com/embed/U_GTQwv7BeU?wmode=transparent&..."The Photoshop Effect: Part 2 Controversy" videohttps://www.youtube.com/embed/Ovpd5O6M8tQ?wmode=transparent&...

02.05 The influence of the media on body image assignment (Health II)

 teacher-scored 30 points possible 60 minutes

After viewing both body image videos (links above), please answer question number one and write a persuasive essay for number two.

Copy and paste the section between the lines of asterisks into a word processing document on your computer. Complete your work, and save a copy for yourself. Then submit your work using the assignment submission window for this assignment.

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1. List ten ways that photographed images could be altered (for 10 points). Include examples from the videos.

2. Write a persuasive essay of 250 words or more, on whether or not you think the media is being deceptive in their methods of altering photographed images, and whether you think this is a problem. Your essay must contain three to five examples to support your opinion. You must also list references at the end of your essay.

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 Structure Content Points possible Introduction - one paragraph Clearly state your opinion about whether you think the media is deceptive in altering images, and whether this is a problem or not, in general terms 3 points One paragraph First argument - give at least one reason and one example supporting your opinion about whether the media is being deceptive 4 points One to two paragraphs Additional arguments - give at least two reasons and at least two examples of whether or how altering images creates problems or not 6 points Conclusion - one to two paragraphs Reinforce your most important reason with examples from personal experience, and finish with a recommendation about what should be done (or not done) 4 points Works cited List at least two sources (author, title, and url if from internet); one may be a video from the lesson, but one should be another source you found 2 points Editing Correct conventions errors (spelling, punctuation, capitalization, etc) 1 point

Pacing: complete this by the end of Week 6 of your enrollment date for this class.

02.05 Unit 01-02 Review Quiz

 computer-scored 10 points possible 25 minutes

Assessment 02.05 Review Quiz 01-02

Complete

01-02 Review Quiz
Foundations of Civilizations and Ancient Egypt

This assignment is found under Review Quiz 01-02 on the course website. The assignment is computer graded, which should make it easier to do and will provide immediate feedback.

Complete this assignment after you finish reading lessons 1 and 2.

Pacing: complete this by the end of Week 2 of your enrollment date for this class.

02.05 Unit 2 Test 2 (Participation Skills and Techniques)

 After you have read the preceding lessons and links, Take the Test. You must score at least 60%, but you may take the quiz as many times as necessary to get a good score.

02.05 Unit 2 Test 2 (Participation Skills and Techniques)

 computer-scored 10 points possible 30 minutes

Remember you may RETAKE the test as many times as you like, but you must score at least 60%. 60 out of 100.

This assignment should be completed by WEEK 5 of this class

Pacing: complete this by the end of Week 5 of your enrollment date for this class.

02.05.01 Unit 2 quiz(Fitness for Life)

 computer-scored 10 points possible 15 minutes

by Nemonoman, GNU General Public License, via Wikimedia Commons

Take the quiz using the link in Topic 3 of the main class page. You may take it multiple times, but you must score at least 90%.

Pacing: complete this by the end of Week 3 of your enrollment date for this class.

02.05.03 Unit 2 quiz (Health II)

 computer-scored 25 points possible 30 minutes

Go to Topic 3 (Assignments, quizzes and tests) to take this quiz.

Pacing: complete this by the end of Week 6 of your enrollment date for this class.

02.06 Project (Math Level 1)

 Students can integrate writing into the math curriculum.

Connecting Skill to the Real World

At the end of this quarter, you have the opportunity to demonstrate that you have gained an understanding of all the concepts in a unique way. Every high school course is required to making writing part of the curriculum.

As a mathematics teacher, I often hear the question, “When am I ever going to use this?” from students who fail to understand the practical worth of mathematical competency.

Write an essay (at least 3 paragraphs and at least 100 words) answering that question regarding specific topics presented this quarter.

If necessary, research possible occupations you are considering. If you can’t think of any possible way you will use this, research possible reasons for studying this type of math.

02.06 Writing Assignment (Math Level 1)

 teacher-scored 30 points possible 45 minutes

Writing Assignment

As a mathematics teacher, I often hear the question, “When am I ever going to use this?” from students who fail to understand the practical worth of mathematical competency.

Write an essay (at least 3 paragraphs and at least 100 words) answering that question regarding specific topics presented this quarter.

If necessary, research possible occupations you are considering. If you can’t think of any possible way you will use this, research possible reasons for studying this type of math.

Rubric

 Criteria Description Points Introduction (one paragraph) Stage is set for the body of the essay 6 Sentence Structure Complete and correct sentences; sentence variation - simple, compound, complex. 5 Mechanics Proper punctuation, capitalization, grammar and spelling. 5 Organization Clear and logical order; smooth transitions among sentences, ideas, and paragraphs 8 Conclusion Nice summary statement(s) 6

Pacing: complete this by the end of Week 8 of your enrollment date for this class.

02.06 Applying your Skills: Video 2. (Participation Skills and Techniques)

 teacher-scored 30 points possible 60 minutes

This assignment should be completed by WEEK 5 of this class

Standard Two Video INSTRUCTIONS:

You will need to submit an instructional video demonstrating how to perform a basic STRETCHING skill. If you are unable to make a video of YOURSELF, you can use powerpoint to create a presentation USING pictures of you demonstrating the basics skills for the exercise you have chosen. (There needs to be as many pictures as there are CRTICAL CUES for each exercise.)

INSTRUCTIONS FOR THE VIDEO:. *Your video needs to be at least one minute long and NO longer than two minutes. If you would rather take pictures and use a video editor program to make a video/powerpoint to create your video, you can but you must have a minimum of 4-6 pictures.

*You MUST be the star of your video, the video needs to be of YOU teaching and demonstrating how to perform the skill or exercise, so you might need to get a friend to do the filming. You will also be the narrator of the video.

*Assume that you are making this video for another student who has never tried your particular activity/sport.

*You CANNOT use the same video for another other PE Skills and Techniques, including both quarters.

****Here is the list of acceptable activities you can choose from

*** You must choose an activity from THIS LIST

Calf stretch, Hamstring stretch, Quad stretch, Hip Flexor stretch, ITB Stretch, Knee-to-Chest Stretch, Shoulder stretch, Neck stretch

OBSERVATION QUESTIONS: After you have created your video, watch the video and critique yourself, bearing in mind the correct way to perform this exercise. Answer the following questions. MAKE SURE YOUR ANSWERS ARE IN COMPLETE SENTENCES OR PARAGRAPHS. Please put all answers in bold or UPPER CASE.

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02.06 Observation questions for Video 02.06

1. What activity from this list - Calf stretch, Hamstring stretch, Quad stretch, Hip Flexor stretch, ITB Stretch, Knee-to-Chest Stretch, Shoulder stretch, Neck stretch - did you choose?

2. According to the website explaining the exercises, what are the critical cues for the exercise you chose?

3. What did you see in the video that you were doing well?

4. What did you see in the video that you could improve on?

5. What did you see yourself doing that you didn't realize until you watched the video?

6. Name and date:

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INSTRUCTIONS ON HOW TO SUBMIT YOUR VIDEO: You will need a computer with a connection to the Internet and your digital video content (under two minutes, please).

You can choose between

"Photobucket" - image hosting and video hosting website

WHICHEVER resource you decide to use to submit your video..... you need to Submit the LINK to your video with your Questions in the assignment Submission, so the questions and the Video are together to be graded.

****DO NOT send the video to my EMAIL!!! *****

In YouTube, you need to make your video "available to the world." When you go to the "My Videos" section of your YouTube account, play the video you want to submit. At this point you need to click on the "Share this Video" then copy the URL address in the URL and paste it in the Text Entry with your Questions or the comment box and submit it WITH YOUR ASSIGNMENT

Photobucket is very similar. If you don't have a video camera, you can use still images in a slide show with narration that is converted to digital video.

IF you decide to NOT use PHOTOBUCKET or YOUTUBE... You can upload your video or power point to your GOOGLE drive and share it and then copy the link, and paste it into the text entry submission page with your Questions and submit it.

Please make sure your video is in one of the following formats or you will have to redo the video.

Pacing: complete this by the end of Week 5 of your enrollment date for this class.

02.06 Evaluate Websites

 Evaluate the results of web searches and the reliability of information found on the Internet.

You will now use your rubric to evaluate TWO websites. Find one website that you think is a “good” accurate website and one that is a “bad” website. Pick one of the following categories to find your two websites:

• News source
• Shopping

 teacher-scored 10 points possible 30 minutes

You should have one good example website and one bad example website from the same category (either shopping or news).

Explore each website and fill out a separate rubric for each one. Be sure to include the category you picked, the websites used, and which one was good and which one was bad in your opinion. Upload the two completed rubrics.

Pacing: complete this by the end of Week 3 of your enrollment date for this class.

02.06 Types of Investments Quiz (Financial literacy)

 computer-scored 10 points possible 20 minutes

Take the 2.6.1 quiz. You must score 8 or higher on this quiz to continue. If your score is lower, simply re-take the quiz as many times as you need after reviewing the material.

Pacing: complete this by the end of Week 5 of your enrollment date for this class.

02.07 Google Earth Tour: Photos of Three Favorite Buildings (Basic Photography)

 Become a map maker by creating a Google Earth Tour of your three favorite buildings in your community.

1- Take your camera to each building and photograph the outside of each structure. Don’t make this a drive by photo shoot. Get out of your car. Get permission. Remember do not be a public nuisance. If allowed take your camera inside. Look for the line, shapes and texture.

Have fun learning how to locate each building in Google Earth!

02.07 Unit 2 Test

Review the information learned during unit 2.

 computer-scored 10 points possible 30 minutes

Complete the Unit 2 Test.

Pacing: complete this by the end of Week 3 of your enrollment date for this class.

02.07.01 Google Earth Tour: Photos of Three Favorite Buildings (Basic Photography)

 teacher-scored 20 points possible 90 minutes

Use Google Earth to create a map tour of three of your favorite buildings in your community.

Select three buildings in your community. (These buildings cannot be someone’s home that you don’t know. Please do not select your own home either.) Take your camera to each one and photograph the outside of each structure. Don’t make this a drive by photo shoot. Get out of your car. Get permission. Remember do not be a public nuisance. If allowed take your camera inside. Look for the line, shapes and texture.

Print out the pdf file called Photos_3Favorite_Buildings_DigPhoto_Q1.pdf and carefully follow the detailed instructions. It may take some experimenting to get it just right! For additional help refer to the Google Earth links on the last page of this PDF.

02.08 Investment Principles (Financial Literacy)

 computer-scored 10 points possible 20 minutes

You will now complete a 10-question online quiz. You MUST score at least 8 to receive credit for the assignment but don't worry if you don't get at least 8 the first time since you can retake the quiz as many times as you need. Only your last quiz attempt counts. You may continue to increase your score if you want (7 or less = try again, 8 = B, 9 or 10 = A).

Pacing: complete this by the end of Week 5 of your enrollment date for this class.

02.12 Google Earth Tour of My Three Favorite Restaurants (DigitalPhoto1)

 teacher-scored 100 points possible 150 minutes

Launch Google Earth, then open the Sample My Favorite Three Restaurants Tour. Use this sample Tour as a guideline as you build your Google Earth Tour.

Geospatial Assignment: (For ideas about why these skills are important, view the Geospatial Revolution Episode 1 Video in links list below.)
1-Take a picture of three favorite restaurants in your community. Photograph the outside of each restaurant. You will have three different photos to upload.

2-Save these three images as a jpg in the "Cloud". You will need to then upload and save the three images in the "Cloud" (online) using Google's Picasa Web Albums or Flickr Photo Sharing(See links below). If you do not have an account at one of these sites, please get a free one so that you can upload all of your images in the "Cloud". (See links below to get your account.)
4-How do I locate each restaurant? Use the Search box in the top left to type in each Restaurant's name, city, and state. Zoom into each restaurant and create your own Placemarks. Do not use the placemarks that are returned from your Search.
5-How do I add my own placemarks? Locate the yellow push pin on the top menu bar. Click it to Add Placemark. You will have three placemarks in this tour.
6-In each Placemark pop-up form, you need to include the following information:

1-Change Untitled Placemark to the name of the restaurant
2-Include the photograph you took of the outside of restaurant
3-In the Description section add the following:
-Address of Restaurant, with the city and zip code
-Describe why this is one of your favorite restaurants and tell us what you usually eat.
-On a scale of 1-10, with 10 being the best, rate the food at the restaurant.

7-Next you need to add a Folder. Go to the top menu bar and select Add. Next select Folder.
Name this folder the following: My Three Favorite Restaurants-YourFirstName YourLastname
8-Drag your three restaurant placemarks into this new My Three Favorite Restaurants folder.
9-How do I save my kmz file? Highlight the My Three Favorite Restaurants folder, right click on it and choose Save Place As
10-Save this .KMZ file somewhere on your hard drive where you will REMEMBER!
Note: The saved file name is the name of your folder so DO NOT CHANGE the file name.

03.00 Spending (Financial Literacy)

 Tiff and Cameron video, part 3 (Spend)https://pp2.ehs.uen.org/2012-02-22/Spending+%2528Tiff+and+Ca...

NOTE: This video can take from 3 to 12 minutes to load. I suggest you go ahead and try it, but feel free to open another screen and work on the next activity while it is loading. The video makes the class more interesting but does not contain critical information. Your computer needs to have QuickTime installed to view this video. To view it, click the link, then click the play button.

03.01 Ancient Middle East Journal Assignment(WorldCiv1)

 teacher-scored 10 points possible 15 minutes

"History consists, for the greater part, of the miseries brought upon the world by pride, ambition, avarice, revenge, lust, sedition, hypocrisy, ungoverned zeal, and all the train of disorderly appetite." (Burke par. 242) Burke, Edmund. "Reflections on the French Revolution." Paras. 225-249. Burke, Edmund. 1909-14. Reflections on the French Revolution. The Harvard Classics. Bartleby.com Great Books Online, 2012. Web. 20 Dec. 2012. Votive figure from Mesopotamian temple, c. 2750-2600 B.C.: Wikimedia Commons, Rosemaniakos, CC Attribution-Share Alike 2.0 Generic

Assignment 3.01: Journal Entry

Are there any actions that don't have consequences? In the long run, can you really 'get away with' anything? If every action has a consequence, how does that knowledge affect the way you live? Edit and submit your assignment to your instructor in the Topic 3 area on the front page of the course.

 5- Accomplished