# 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 - I WILL NOT accept backdated logs.

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)

 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/

 teacher-scored 5 points possible 10 minutes

Copy and paste the questions between asterisks into a word processing document on your computer.  Answer the questions, save a copy for yourself, and then copy and paste the entire assignment into the submission page for About Me. (Click the link for the About Me assignment, back on the main class page.)

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1.  Tell me the last two books you read for fun (not because you had to read them for a class), what you thought of them, and the last two books you were required to read for a class (not what you will be required to read for this class, but reading required for your English class last year or the year before).

2.  What is your contact information?

3.  Are you committed to finishing this class within ten weeks (take your final test in the ninth week after you enroll)?

4.  Do 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." ?

5.  Which of the following best describes your reason for taking this class on-line instead of 'live' at a regular high school?

I didn't pass the class the first time I took it, so I am using this class to make up that credit, OR I am behind on my credits and trying to catch up or graduate early.

I'm not behind on my credits, and I want to graduate early.

I wanted to take extra electives, so I didn't have room in my schedule for this class at school.

I think this will be easier or faster than taking a class live.

I think I will learn more or enjoy the class more than taking it live at my school.

I am home-schooled.

I have health problems that make it difficult to attend school.

I am traveling (for competitons, family reasons, filming, etc) so I can't be in school regularly.

I attend a charter school or private school that uses EHS classes.

I am suspended or expelled from my school.

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Be sure to check your conventions (spelling, punctuation, capitalization, etc) and correct typos before you submit your work.

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 Cameronhttp://pp1.ehs.uen.org:8171/podcastproducer/attachments/ADCB...

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."

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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.

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

Note 2: 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.

Note 3: 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. See the pacing guide for further information concerning the proper order of submitting assignments and log.

Note 4: 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.

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 3 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), AND the Parent Contact form. 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 else 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.

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) http://pp1.ehs.uen.org:8171/podcastproducer/attachments/ADCB...

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 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.

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

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:

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

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 respond to the questions #1 and #2 by assuming you live away from home and support yourself totally.

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.

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

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

1)What hourly wage 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): > ANSWER: 3)Please answer the following: a. Which of the listed education levels do YOU desire? > 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: **************************************** 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. If you have chosen to purchase the optional textbook, also read chapters 1-4. 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/watch?v=K9VG26var34&NR=1Just for fun- Workout Log Requirements Defined in 20 seconds https://www.youtube.com/watch?v=Qzm9umkkiVU  Required: Unit 1 presentation (video version) part 1http://pp1.ehs.uen.org/groups/fitnessforlife/weblog/340a2/Fi...Required: Unit 1 presentation (video version) part 2http://pp1.ehs.uen.org/groups/fitnessforlife/weblog/243bf/Fi...Required: Unit 1 presentation (video version) part 3http://pp1.ehs.uen.org/groups/fitnessforlife/weblog/fbb34/Fi...Just for fun from Studio C- "The Truth of Running"https://www.youtube.com/watch?v=-NwHNHNXsg0 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 middle of the viewing box, then 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)  Content by paragraph Structure 1. Begin with some general statements to introduce yourself and your general health. How do your personal values affect your health practices? Introduction: write at least three complete sentences. 2. Write about the status of your physical health. What are your strengths and weaknesses? Give a specific example from your experiences. Topic sentence, then three+ sentences with supporting details and examples 3. Write about the status of your mental health. What are your strengths and weaknesses? Give a specific example from your experiences. Topic sentence, then three+ sentences with supporting details and examples 4. Write about the status of your emotional health. What are your strengths and weaknesses? Give a specific example from your experiences. Topic sentence, then three+ sentences with supporting details and examples 5. Write about the status of your spiritual health. What are your strengths and weaknesses? Give a specific example from your experiences. Topic sentence, then three+ sentences with supporting details and examples 6. Write about the status of your social health. What are your strengths and weaknesses? How does your self-concept affect the way you interact with others? Give a specific example from your experiences. Topic sentence, then three+ sentences with supporting details and examples 7. Write about the status of your environmental health. What are your strengths and weaknesses? Give a specific example from your experiences. Topic sentence, then three+ sentences with supporting details and examples 8. Sum up the main ideas, and/or look toward the future and how you might improve your health, or challenges you may face as you grow to adulthood. Conclusion: write at least four complete sentences 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.) Perform the following calculations to calculate your BMI. SHOW YOUR WORK! DON'T FORGET TO HIGHLIGHT YOUR ANSWERS. 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. ***************************************************************************************** Pacing: complete this by the end of Week 1 of your enrollment date for this class. ### 01.01.01 Exercise You Can Do At Home(PESkills)  Click on the blue link below and then read the article. Pay attention to the 'critical cues' for each exercise (see explanation below). Practice the exercises given in the article, as they will help you practice your agility, balance, and coordination. Get familiar with these exercises as you will be asked to do them in the assignment section. See 01.2.1 STANDARD 1 ASSIGNMENT - you will want to get started right away on the three-week exercise part of the assignment. What are critical cues for movement skills? The critical cues are the specific directions you need to make sure you follow to do a movement correctly - the criteria by which your teacher or coach might evaluate whether you are doing it right. Examples of a few critical cues in different activities: In archery: As you prepare to release an arrow, the fingers of your left hand should be relaxed and open, not clenched tightly around the bow. In horseback riding: Your heels should be down, stirrups on the ball of your foot, toes pointing ahead or slightly out, knees bent. For push-ups: Your back should be straight, your toes, the balls of your feet and the palms of your hands on the floor, with your hands about the same width apart as your shoulders To begin demi-plie in first position in ballet: Stand straight and in alignment, heels together and legs turned out to a 180 degree angle Of course, these are just brief examples - there are lots more considerations for each of these movements - but you get the point. ### 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 of100 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. *************************************************************************************************************************************************************************** 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? 5. Do you think your diet is adequate? Explain. 6. Have you had positive or negative experiences in PE so far in your lifetime? Explain. 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? *************************************************************************************************************************************************************************** ### 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 - I Will NOT accept Logs Backdated more than 2 weeks. You will lose points on these logs and the highest score you can get is a 70%. 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/watch?v=NU9l12o_4Q8Aerobic vs. anaerobic exercise - very short videohttp://www.youtube.com/watch?v=ZrMXn2LpQ-k&feature=related External and xray views of a woman with scoliosis: © 2008 Weiss and Goodall; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0) ### 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 1. Take care of yourself first. If you have ever flown on a commercial airline, you have been instructed to do this very thing. "If the cabin should lose pressure, a mask will drop from above. If you are traveling with small children or someone who needs assistance, put your mask on first." Taking care of yourself first puts you in a position to help others. Additionally, by taking care of yourself first, you are determining if you are willing to live, or die, with the decision you make. 2. Get the Facts Gather the information you need to make the best possible decision. You do not need to assemble all the facts. However, you do need to consider what you need to know to make a decision. For example, I'm trying to decide if I should go to a party with my friends this Friday night. As I gather information, I find that there will be illegal substances at the party. This is all I need to know to make the decision. I am not willing to pay the consequences that may come with being at a party where illegal substances are present. 3. Anticipate What might be the positive consequences of your decision? What might be the negative consequences of your decision? The more consequences you anticipate, the more likely you will be prepared for the outcome of the decision you make. 4. Use Judgement Use your best judgement based on the information you have and the consequences you anticipated. Remember, good judgement usually comes from experience, while experience often comes from bad judgement. You will not always use the best judgement, but if you learn from your mistakes, you will get better and better at making good decisions. 5. Have a Gut Check You have made a decision based on facts and potential consequences. Now consider, "Does it feel right?" That feeling in the pit of your stomach or back of your head should be listened to. If a decision doesn't feel right, it probably is not. 6. Do It or Walk Away What is your plan of action? If your decision is to do it, what next? If your decision is to walk away, how do you say no? 7. Evaluate Did you make the right decision? Is it working? Do you need to re-think your decision?  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. ********************************************** 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.): 5. Your Choice (Tell me the decision you've made after weighing your different options. Your answer here should be listed as one of your five possible solutions on #3.): 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) Some students love P.E., and some students don't. What is really important is to use your P.E. class to find activities that you enjoy doing. If you can find activities you enjoy doing, it is more likely that you will keep doing those activities, and that will help you stay physically fit throughout your life. Watch the video to help you answer the questions in the assignment, you can pause it while you answer some of the questions. It is also important to set goals when you are working to improve your physical fitness, but goal setting can also be destructive. It is important to understand what goals are realistic for you, and what is a healthy way to achieve your goals. Watch the video S.M.A.R.T. goals to complete the assignment. Make sure you are using a computer that allows you to access YouTube. 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: ************************************************************************ 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? ************************************************************************ 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. "YouTube" will take a little longer to upload. 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 can either copy the address in the URL and send it to your teacher via your email account, or click on the "Share" link to send an email to the teacher from the page your video is on. 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.  YouTube registrationhttp://www.youtube.com/create_account?next=http%3A%2F%2Fwww....Photobucket registrationhttp://register.photobucket.com/ ### 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 The estimated wages you calculated in assignment 01.01 would be much higher for a whole family (or “household”) than it was for just you. Even Tiff's and Cameron's combined wages of$30,000 may sound like a lot, but it was too little. This assignment helps you estimate how much money you may need to support a whole household in YOUR county in Utah.

VISIT the URL #1 for assignment 01.02 below. (The Real Median Household Income in the US and Utah is shown. Write down the UTAH median income "Number," you will need this number to answer TWO questions on the quiz.

### 01.02 Typical Family Earnings 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. 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 1 of your enrollment date for this class.

### 01.02 Vocabulary Set 2 (English 11)

 teacher-scored 10 points possible 30 minutes

The house skulks behind a beech hedge.: Ben Harris, CC Attribution-Share Alike 2.0 Generic license via Wikimedia Commons

You will be given three sets of ten words to learn and use in this course. Personally, when I need to find a definition for a word, I first look to a thesaurus. Sometimes dictionaries are hard to understand, and a single word of the same meaning is sometimes more helpful to develop understanding of a new word. Feel free to use whatever resources you find most helpful. For each set of words you will complete an activity and a quiz. There will be vocabulary questions on the final test as well.

Copy and paste the material between the asterisk lines into a word processing document. Complete the requirements for the assignment and then copy and paste it back into the submission box.

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Vocabulary Set 2

1. ascertain
2. cogent
3. expunge
4. finite
5. nonchalant
6. omniscient
7. scrupulous
8. skulk
9. supercilious
10. uncanny

Set 2 Activity (10 Points): Using “Google” or a similar search tool*, find an example of each word used in a sentence. Include each sample sentence in your assignment. Using the context clues to guide you, write a definition or synonym for each vocabulary word. Use other resources for help if the context does not make the meaning clear.

(*Note: I clicked on the “News” button in the Google search engine which made it much easier to find a sentence rather than just a plethora of dictionary sites)

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Assignment Example

1. The angry customer shouted at the waitress until she burst into tears. Angry means upset or irritated.

Vocabulary Set 2 Rubric

5 Points= each vocabulary word is used in a sentence (1/2 point each)

5 Points= each vocabulary word is defined by the student (1/2 point each)

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

### 01.02 What is a Computer

 Explain the differences between tasks that can and cannot be accomplished with a computer.

How many computers are in the room that you are in?

You may have only counted the desktop or laptop computer in the room or you may have recognized that there are other items that are computers as well.

1. Make a list all the items you can think of that could be a computer (or things containing computers). Include everything you can think of on this list. No longer limit it to the items in the room you are in.
2. Now think about a classification of computing groups. Describe the classification system. (For example, on a scale of 1 to 5 with 1 being it is not a computer at all and 5 being it is a computer OR basic computing power to complex computing power.)
3. Place all of the items you listed in part 1 under one of the categories. (Create a document on the computer or use a poster and write it out.) One or two in each category will NOT be enough for full credit. Keep brainstorming.
4. After grouping your items, come up with a definition for what is a computer.

 teacher-scored 10 points possible 20 minutes

The final assignment should have your categorization with all the "computers" you could think of and YOUR definition for what a computer is.

OR

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

### 01.02.01 Career connections to professional photography.

 Utah's Future's homepage where you can sign up for a free account.https://www.utahfutures.org/materials/home.html Occupation index to professional photographers.https://www.utahfutures.org/info2.aspx?FileID=Occ&FileNum=10... Video news photographer interview.http://pp1.ehs.uen.org/groups/digitalphotography/weblog/14c6... Newspaper photographer interview.http://pp1.ehs.uen.org/groups/digitalphotography/weblog/d33f...

Find out what an average photographer makes here in Utah and in the United States. Look up information about the job prospects for professional commercial photographers.

Find out about what classes are recommended by the Utah Futures website that you can take in high school to prepare for a career as a professional photographer. Questions from the Utah futures website will be on the test.

Click on the link to see an interview with a professional photographer and see what the job outlook is for the future of photography.

### 01.02.01 Body composition assignment (Fitness for Life)

 teacher-scored 50 points possible 45 minutes

For a little warped humor, check out Studio C's "Weighty Matters" via the link below. Enjoy.

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Name:_______________________________ Date:_________________________

1. Find your approximate % body fat. You may use any ONE of the following four methods. DON'T FORGET TO HIGHLIGHT YOUR ANSWERS.

Method #1: Skinfolds using calipers. (Self-Assessment 7, as described on pages 226-227 if you use the optional textbook): Two skinfold measurements (triceps and calf). A physical education teacher may have access to calipers. _____ = first triceps skinfold (mm) _____ = first calf skinfold (mm) _____ = second triceps skinfold (mm) _____ = second calf skinfold (mm) _____ = third triceps skinfold (mm) _____ = third calf skinfold (mm)

Method #2 Page 249 in the textbook: Body Measurements. (This method may be less accurate).

Method #3 Body Fat Device or Machine. There are some scales or hand held devices that have methods of determining your body fat percentage. You may find one at a gym, from a doctor, or they may be purchased from a sporting goods store. You may also contact the PEAK academy at the University of Utah (585-7325) to make an appointment to have your body composition assessed.

Method #4 Go to the link below and use one of the 6 methods described there.

1. Estimated % body fat ______ Method Used _____________ (5pts.)

2. Complete the height-weight assessment as described on page 228 of your text, or use the height/weight chart at the link below. This is an assessment of height relative to weight using the height-weight tables. Take your height and weight measurements without shoes. Write your results in the spaces below. _____ = height (in feet and inches) ______ = weight (in pounds) A. Are you within the normal weight range for a person your height and age? (5pts.) Understand that there is a difference between “Normal” and “Optimal”. Normal is the “usual” or the “average”. “Optimal” is the best. If there is one fast race car in a group of slow cars, slow would be 'normal', but fast would still be 'optimal'.

3. Measure your waist-to-hip ratio and waist circumference (pg. 250, if you have the textbook) and enter the data in the chart below. Then, compare your information to the critical values.

STEP 1: _____ measure your waist circumference (the width of your waist circumference at the umbilicus or belly button)

STEP 2: _____ measure your hip circumference (while viewing the hips from the side—rather than the front—measure the circumference at the widest point)

STEP 3: _____ use your waist circumference (STEP 1) as the numerator and your hip circumference (STEP 2) as the denominator and divide out the fraction (STEP 1 / STEP 2) to get your waist-to-hip ratio What is your waist/hip ratio? (5pts.) ________________ Refer to your book or to the chart at the link below to determine your health risks based on this ratio.

4. Complete Table 1: Comparison of My Body Composition Values to Critical Values

 Risk Factors My Values Critical Values Body fat percent Males: 10-20% Females: 15-25% Height/weight (are you in the normal range?) Yes/No See chart on p. 228 or at website BMI (you found this in assignment 1) Less than 25 kg/m2 Waist/hip ratio Males: less than .90 is good; .91-1.0 is borderline; over 1.0 is higher risk Females: less than .8 is good; .80 - .85 is borderline; over .85 is higher risk

Note: You may want to review the short video about Aerobic fitness and Intensity (from the lesson above) before completing the following questions:

Complete the following discussions and questions:

5. Discuss with your parents, peers, or a teacher, the values you have discovered regarding your approximate % body fat, your height/weight ratio, your hip/waist ratio, and your genetic body type. (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 the relationships between each of these measurements, and what that says about you. * Discuss the difference between what these say about “Normal” body composition, and your “Optimal” body composition. * As a result of these discussions, how far do you believe you are away from your 'Optimal' body weight? (Indicate who was involved in the discussion, any disagreements you may have had, and explain your reasoning for your final conclusions.) (5pts.)

6. As a result of your discussions, and what you have learned from the Power Point presentation, briefly describe what you believe you need to do to achieve the body composition that is right, and most healthy, for you. (5pts.)

7. Suppose your friend asks you to develop a workout for them. They have a specific purpose in mind. Develop the workout, and provide the following information.

A. Describe the purpose of the workout. (Example: Lose weight, prepare for a marathon, prepare for ski season, develop a better jump shot, etc.) (5pts)

B. Describe the workout. Include the type(s) of exercise/ days per week exercised/ durations, distances, or sets and reps of exercise(s) performed, etc.   (10pts)

C. Indicate which components describe which aspects of the FITT principles. (3pts)

D. Describe which components are aerobic, and which are anaerobic. Explain why they fit that definition. (3pts)

E. Describe which components are health related, and which are skill related. (4 pts.) (You don’t have to have both. Just explain where each component fits, in specific terms as presented in the Unit 1 power point presentation.)

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

 Percent body fat website for part 1, method 4http://www.linear-software.com/online.htmlHeight/weight assessment chart for part 2http://www.healthchecksystems.com/heightweightchart.htmWaist-to-hip ratio chart for part 3http://www.bmi-calculator.net/waist-to-hip-ratio-calculator/...Aerobic fitness and intensity videohttp://www.youtube.com/watch?v=i00oka32NiA&feature=relatedThe FITT Principlehttp://www.sport-fitness-advisor.com/fitt-principle.htmlSkinfold calipers explainedhttp://www.muscleandstrength.com/tools/how-to-measure-bodyfa...Just for fun from Studio C- "Weighty Matters"https://www.youtube.com/watch?v=xlvpXKCNWKQ

### 01.02.01 Fitness Testing (PE Individualized Lifetime Activity)

 teacher-scored 30 points possible 30 minutes

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. 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 three things you will be tested on are as follows: Sample Push Up: This is the proper position for push ups. 1. A mile run 2. Push-ups from your feet, not on your knees. (How many you can do during a two minute time period? You can rest during the testing period, but not in the down position) 3. Sit-ups--hands behind your head, or accross your chest and all the way up to your knees. Someone can hold your feet. (How many you can do during a two minute time period? You can rest during the testing period, but not in the down position).

Performance Points 1 Mile Run Sit-Ups Push-Ups ** 500 Yard Swim
Male: Age 17 - 19 Years
10 8:15 109 92 6:30
8 9:00 102 86 7:15
6 9:45 90 76 8:20
4 11:00 62 51 11:15
2 12:30 50 42 12:45
** The 500 Yard Swim may replace the 1 Mile Run

Performance Points 1 Mile Run Sit-Ups Push-Ups ** 500 Yard Swim
Female: Age 17 - 19 Years
10 9:29 109 51 6:45
8 11:30 102 47 8:30
6 12:30 90 42 9:35
4 13:30 62 24 13:00
2 15:00 50 19 14:15
** The 500 Yard Swim may replace the 1 Mile Run

### 01.02.02 Activity log week 2 (Fitness for Life)

 teacher-scored 65 points possible 120 minutes

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 not become submitted 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 3 of your enrollment date for this class.

### 01.02.02 Individual and Team Activities (PE Skills)

 teacher-scored 30 points possible 60 minutes

Choose one team sport and one individual activity to research for this assignment. You may want to go through Pioneer Library to World Book Encyclopedia for some of your research, or use other websites, books, or interviews with coaches or players.
Copy and paste the assignment (between the lines of asterisks) into a word processing document on your computer. Please put your answers in bold. Complete your work, and save a copy for yourself.
Go to section 3 "Assignments, Quizzes, Tests" on the homepage of the class. Then click on "01.2.2 Assignment" to turn in this assignment. Copy and paste your work into the submission window.

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NAME:

DATE:

Part A: Team sport

1. What team sport did you choose to research, and why?
2. What sources did you use to find information? (Be specific. "The internet" is not a sufficient answer.)
3. Describe briefly how this sport is played.
4. List at least four rules players must follow in this sport, and the penalty for breaking the rule.
5. List at least three basic movement skills a player needs in this sport. (For instance, if swimming were a team sport, you might list flutter kick, flip-turn, and crawl stroke.)
6. Choose ONE of the basic movement skills, and explain critical cues for that movement.
7. What are some strategies used in this game to try to win or get an advantage over the opponent?
8. Discuss how team play is important in this game. How can players work together more effectively than one 'star' player trying to do things on his/her own? Be specific.

Part B: Individual activity

1. What individual physical activity did you choose to research, and why?
2. What sources did you use to find information? (Be specific. "The internet" is not a sufficient answer.)
3. Describe briefly how this activity is done.
4. Discuss in what ways this activity is competitive, or not.
5. List at least two basic movement skills a participant needs in this activity.
6. Choose ONE of the basic movement skills, and explain critical cues for that movement.
7. Why would you choose (or not choose) this activity rather than other individual activities? Evaluate it on the basis of fun, expense, time constraints, needed resources, and benefits.
8. Discuss the advantages and disadvantages of individual activities compared to team or group activities.

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### 01.02.02 Standard One Assignment (PE Individualized Lifetime Activity)

 teacher-scored 30 points possible 420 minutes

You will spend a total of SEVEN HOURS doing different kinds 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.

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.

Use the Activity Calorie Calculator to find out how many calories you burn for different activities. Find out how many calories you burn while you sleep; go to the calorie counter to find out. You need this information for Assignment One. Just plug in your weight and the amount of time you normally exercise, and then click "show me." You will have to find where it tells you how many calories you burn while you are sleeping. You will use this information to answer question #3 on Worksheet #1. Here are the two required worksheets:

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ACTIVITY WORKSHEET #1

2. What age did the "Longevity Game" say you would live to be?

3. How many calories did the "Calorie Calculator" say you burn while you are sleeping (you only need to answer this question once)?

4. What activity did you choose to do?

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

6. 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 also how far.)

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

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

9. What equipment did you use for this activity?

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

11. 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 #2

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 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 motor skills were. ***********************************

 Basic Computer Termshttp://www.makeuseof.com/tag/basic-computer-terms-shopping-p...

 teacher-scored 20 points possible 60 minutes

 Component Possible Scenario: Design. Title slide. Interview results. Did you describe the scenario? Did you get a good description of what the user wanted? Do you have a menu with links to the option slides? 5 Option 1: Did you describe the product? Did you list sizes of components? Did you find the cost? Did you include a picture? Do your hyperlinks work? 3 Option 2: Did you describe the product? Did you list sizes of components? Did you find the cost? Did you include a picture? Do your hyperlinks work? 3 Option 3: Did you describe the product? Did you list sizes of components? Did you find the cost? Did you include a picture? Do your hyperlinks work? 3 Conclusions: Did you Create a Computer Comparison Chart (table)? Did you recommend a computer? Did you say why you recommended the computer you did? 6 TOTAL: 20

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

### 01.03 Explore a Career (Financial Literacy)

 Develop career plans that include educational requirements, skill development, and income potential.

Secret Service officers: Public domain BACKGROUND

Right now, you don't know for sure which jobs you will have during your lifetime. One thing is for sure--your occupation will greatly affect your ability to pay for your lifestyle (as Tiff and Cameron found out). Now you will investigate a job that interests you. You will learn about preparing for that job, its skill requirements, future job potential, and more. As you select an occupation, consider the saying, “Since you're going to be working for the rest of your life, you might as well do something you really enjoy.”

VISIT URL #1. Scroll down to the “A-Z index” and choose a letter that corresponds to the career choice you are interested in. Search the list and then click on one of the links that is closest to your interest. Read the entire section about a career of interest that is consistent with your skills, income needs, education plans, and goals.

### 01.03 Explore a Career (Financial Literacy)

 teacher-scored 10 points possible 30 minutes

Exit the web page and submit your assignment as usual.

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ASSIGNMENT 1.03 - (13E) (Copy everything between the asterisks.)

1. Which occupation did you choose? > ANSWER:

2. Scroll to the “Work Environment,” or "What is this job like" (or a similar topic) to find one thing from the site that sounds enjoyable AND one that does not: a. (Enjoyable) > ANSWER: b. (Not Enjoyable) > ANSWER:

3. Q: Scroll to “Job Outlook.” or a similar topic from the web site, to find future employment possibilities for this job: > ANSWER:

4. Q:  If your job were in demand, do you think that would cause your salary to increase or decrease? > ANSWER:

5. Q: Scroll to “pay,” or "How much would this pay?" (or a similar topic) to tell your potential earnings in this job? > ANSWER:

6. Q: (1.03): Write your first and last name and today's date.> ANSWER:

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

### 01.03 Glossary of Terms (Basic Photography)

 Identify basic photography terms, camera parts and functions.

Ambient Light
The available light completely surrounding a subject. Light already existing in an indoor or outdoor setting that is not caused by any illumination supplied by the photographer.

Angle Of View
The area of a scene that a lens covers or sees. Angle of view is determined by the focal length of the lens. A wide-angle lens (short-focal-length) includes more of the scene-a wider angle of view-than a normal (normal-focal-length) or telephoto (long-focal-length) lens.

Aperture
The lens opening. Th opening in a camera lens through which light passes to expose the film. The size of aperture is either fixed or adjustable. Aperture size is usually calibrated in f-numbers-the larger the number, the smaller the lens opening. Aperture settings on the camera control F stops. For low light conditions, one needs to open to a camera setting such as F4. On bright, sunny days, close down the aperture to F 16.

Aperture Priority
An exposure mode on an automatic or autofocus camera that lets you set the aperture while the camera sets the shutter speed for proper exposure. If you change the aperture, or the light level changes, the shutter speed changes automatically.

Autofocus (AF)
System by which the camera lens automatically focuses the image of a selected part of the picture subject.

Automatic Camera
A camera with a built-in exposure meter that automatically adjusts the lens opening, shutter speed, or both for proper exposure is called an automatic camera.
A shutter-speed setting on an adjustable camera that allows for time exposures. When set on B, the shutter will stay open as long as the shutter release button remains depressed.

Background
The part of the scene that appears behind the principal subject of the picture.

Backlighting
This is the light coming from behind the subject, toward the camera lens, so that the subject stands out vividly against the background. Sometimes produces a silhouette effect.

Balance
Placement of colors, light and dark masses, or large and small objects in a picture to create harmony and equilibrium.

Blowup
An enlargement; a print that is made larger than the negative or slide.

Bounce Lighting
Flash or tungsten light bounced off a reflector (such as the ceiling or walls) to give the effect of natural or available light.

Bracketing
The process of taking additional pictures of the subject through a range of exposures-both lighter and darker-when unsure of the correct exposure.

Camera Angles
Various positions of the camera (high, medium, or low; and left, right, or straight on) with respect to the subject, each giving a different viewpoint or effect.

Candid Pictures
Un-posed pictures of people, often taken without the subject's knowledge. These usually appear more natural and relaxed than posed pictures.

ccd sensor
(Charged Coupled Device) to sense light color and intensity. The part of a digital camera used to record the image instead of film.

Close-Up
A picture taken with the subject close to the camera-usually less than two or three feet away, but it can be as close as a few inches.

Close-Up Lens
A lens attachment placed in front of a camera lens to permit taking pictures at a closer distance than the camera lens alone will allow.

Composition
The composition is the pleasing arrangement of the elements within a scene-the main subject, the foreground and background, and supporting subjects.

Contrast
The range of difference in the light to dark areas of a image the brightness range of a subject or the scene lighting.

Contrasty
Higher-than-normal contrast including very bright and dark areas. The range of density in a image is higher than it was in the original scene.

Cropping
Printing only part of the image, usually for a more pleasing composition. May also refer to the framing of the scene in the viewfinder.

Darkroom

Dedicated Flash
A fully automatic flash that works only with specific cameras. Dedicated flash units automatically set the proper flash sync speed and lens aperture, and electronic sensors within the camera automatically control exposure by regulating the amount of light from the flash.

Definition
The clarity of detail in a photograph.

Density
The blackness of an area in a image. Sometimes referred to as contrast.

Depth of Field
The amount of distance between the nearest and farthest objects that appear in acceptably sharp focus in a photograph. Depth of field depends on the lens opening, the focal length of the lens, and the distance from the lens to the subject. It means what else in the photograph is in acceptable focus besides the subject? Is some of the foreground and all of the background in focus? Then you have alot of depth-of-field. If only the subject is in focus and the foreground and background are out of focus, then you have very little depth-of-field.

Diffuse Lighting
Lighting that is low or moderate in contrast, such as on an overcast day.

Diffusing
Softening detail in a print with a diffusion disk or other material that scatters light.

Digital zoom
An enlargement or interpolation of a cropped portion of the digital image. This type of enlargement is done with software, and not a lens.

Double Exposure
Two pictures taken on one frame of film, or two images printed on one piece of photographic paper.

DPI
digital images are essentially made up of little "dots". We use DPI (Dots Per Inch) as a measure of resolution. Generally speaking, the higher the number, the higher the resolution. 300 DPI is considered (by most of us) to be photo quality. Generally speaking, you won't notice much difference in quality by going higher than 300 DPI. In fact, if an image is being used on the web or for computer screen purposes, then it needs to be 72 DPI, since that's all most computer screens can display anyway.

Emulsion
Micro-thin layers of gelatin on film in which light-sensitive ingredients are suspended; triggered by light to create a chemical reaction resulting in a photographic image.

Emulsion Side
The side of the film coated with emulsion. In contact printing and enlarging, the emulsion side of the film-dull side-should face the emulsion side of the photo paper-shiny side.

Enlargement
A print that is larger than the negative or slide; blowup.

Enlarger
A device consisting of a light source, a negative holder, and a lens, and means of adjusting these to project an enlarged image from a negative onto a sheet of photographic paper.

Existing Light
Available light. Strictly speaking, existing light covers all natural lighting from moonlight to sunshine. For photographic purposes, existing light is the light that is already on the scene or project and includes room lamps, fluorescent lamps, spotlights, neon signs, candles, daylight through windows, outdoor scenes at twilight or in moonlight, and scenes artificially illuminated after dark.

Exposure
The quantity of light allowed to act on a photographic material; a product of the intensity (controlled by the lens opening) and the duration (controlled by the shutter speed) of light striking the CCD.

Exposure Meter
An instrument with a light-sensitive cell that measures the light reflected from or falling on a subject, used as an aid for selecting the exposure setting. The same as a light meter.

File size
File size refers to how big the image will be printed. The size of an image can be measured in inches or pixels. To determine the size of a digital image, open image through Photoshop elements under "file" and "image size".

Graininess
The sand-like or granular appearance of a image, negative, print, or slide. Graininess becomes more pronounced with faster film and the degree of enlargement.

High Contrast
A wide range of density in a image.

Highlights
The brightest areas of a subject and the corresponding areas in a image.

Hot Shoe
The fitting on a camera that holds a small portable flash. It has an electrical contact that aligns with the contact on the flash unit's "foot" and fires the flash when you press the shutter release. This direct flash-to-camera contact eliminates the need for a PC cord.

Interpolation
a digital process of increasing file size. Software doubles the pixels, care must be taken as quality of final image may be compromised.

ISO Speed
The emulsion speed (sensitivity) of the camera as determined by the standards of the International Standards Organization. We have found that higher ISO numbers in digital cameras result in increased noise.

Lens
One or more pieces of optical glass or similar material designed to collect and focus rays of light to form a sharp image on the film, paper, or projection screen.

A collar or hood at the front of a lens that keeps unwanted light from striking the lens and causing image flare. May be attached or detachable, and should be sized to the particular lens to avoid vignetting.

Lens Speed
The largest lens opening (smallest f-number) at which a lens can be set. A fast lens transmits more light and has a larger opening than a slow lens

Light meter
An instrument with a light-sensitive cell that measures the light reflected from or falling on a subject, used as an aid for selecting the exposure setting. The same as a light meter.

Macro Lens
A lens that provides continuous focusing from infinity to extreme close-ups, often to a reproduction ratio of 1:2 (half life-size) or 1:1 (life-size).

Megapixel
A picture made up of one million pixels, or one million picture elements.

Motor Drive
A mechanism for advancing the film to the next frame and re-cocking the shutter, activated by an electric motor usually powered by batteries. This is popular for action-sequence photography and for recording images by remote control.

Negative
The developed film that contains a reversed tone image of the original scene.

Normal Lens
A lens that makes the image in a photograph appear in perspective similar to that of the original scene. A normal lens has a shorter focal length and a wider field of view than a telephoto lens, and a longer focal length and narrower field of view than a wide-angle lens.

Optical zoom
controls the lens on the digital camera that provides magnification of the subject being photographed.

Overexposure
A condition in which too much light reaches the CCD. (Charged Coupled Device) to sense light color and intensity. The part of a digital camera used to record the image instead of film.

Panning
Moving the camera so that the image of a moving object remains in the same relative position in the viewfinder as you take a picture.

Panorama

Pixel
An abbreviation for "picture element". The smallest unit of measurement for a digital image.

Polarizing Screen (Filter)
A filter that transmits light traveling in one plane while absorbing light traveling in other planes. When placed on a camera lens or on light sources, it can eliminate undesirable reflections from a subject such as water, glass, or other objects with shiny surfaces. This filter also darkens blue sky.

Positive
The opposite of a negative, an image with the same tonal relationships as those in the original scenes-for example, a finished print or a slide.

Print
A positive picture, usually on paper, and usually produced from a negative.

Processing
Developing, fixing, and washing exposed photographic film or paper to produce either a negative image or a positive image.

Program Exposure
An exposure mode on an automatic or autofocus camera that automatically sets both the aperture and the shutter speed for proper exposure.

Reflector
Any device used to reflect light onto a subject.

Resolution
Resolution is the sharpness and clarity of a digital image that can refer to the number of dots per inch dots in inch. The term is most often used to describe monitors, printers, and bit-mapped graphic images. In the case of dot-matrix and laser printers, the resolution indicates the number of dots per inch. For example, a 300-dpi (dots per inch) printer is one that is capable of printing 300 distinct dots in a line 1 inch long. This means it can print 90,000 dots per square inch.

Saturation
An attribute of perceived color, or the percentage of hue in a color. Saturated colors are called vivid, strong, or deep. Desaturated colors are called dull, weak, or washed out.

Selective Focus or limited Depth-of-Field
Choosing a lens opening that produces a shallow depth of field. Usually this is used to isolate a subject by causing most other elements in the scene to be blurred.

Shutter
Blades, a curtain, plate, or some other movable cover in a camera that controls the time during which light reaches the CCD.

Shutter Priority
An exposure mode on an automatic or autofocus camera that lets you select the desired shutter speed; the camera sets the aperture for proper exposure. If you change the shutter speed, or the light level changes, the camera adjusts the aperture automatically.

Side Lighting
Light striking the subject from the side relative to the position of the camera; produces shadows and highlights to create modeling on the subject.

Simple Camera
A camera that has few or no adjustments to be made by the picture-taker. Usually, simple cameras have only one size of lens opening and one or two shutter speeds and do not require focusing by the picture-taker.

Single-Lens-Reflex (SLR) Camera
A camera in which you view the scene through the same lens that takes the picture (single lens reflex) This is a camera where the photographer sees exactly the same image that is exposed to through the lens to the ccd sensor or the film. A mirror flips up out of the way, the shutter opens and the image is exposed onto the sensor or film.

Slide
A photographic transparency (positive) mounted for projection.

Soft Focus
Produced by use of a special lens that creates soft outlines.

Soft Lighting
Lighting that is low or moderate in contrast, such as on an overcast day.

Stopping Down
Changing the lens aperture to a smaller opening; for example, from f/8 to f/11.

Telephoto Lens
A lens that makes a subject appear larger on film than does a normal lens at the same camera-to-subject distance. A telephoto lens has a longer focal length and narrower field of view than a normal lens.

Through-The-Lens Focusing
Viewing a scene to be photographed through the same lens that admits light to the film. Through-the-lens viewing, as in a single-lens-reflex (SLR) camera, while focusing and composing a picture, eliminates parallax.

Through-The-Lens Metering
Meter built into the camera determines exposure for the scene by reading light that passes through the lens during picture-taking.

Time Exposure
A comparatively long exposure made in seconds or minutes.

Tone
The degree of lightness or darkness in any given area of a print; also referred to as value. Cold tones (bluish) and warm tones (reddish) refer to the color of the image in both black-and-white and color photographs.

Transparency
A positive photographic image on film, viewed or projected by transmitted light (light shining through film).

Tripod
A three-legged supporting stand used to hold the camera steady. Especially useful when using slow shutter speeds and/or telephoto lenses.

Underexposure
A condition in which NOT ENOUGH light reaches the CCD. (Charged Coupled Device) to sense light color and intensity. The part of a digital camera used to record the image instead of film.

Unipod
A one-legged support used to hold the camera steady.

Vignetting
A fall-off in brightness at the edges of an image, slide, or print. Can be caused by poor lens design, using a lens hood not matched to the lens, or attaching too many filters to the front of the lens.

Wide-Angle Lens
A lens that has a shorter focal length and a wider field of view (includes more subject area) than a normal lens.

White balance
White balance refers to the color balance of the light, which is measured in degrees kelvin. For example, sunlight is 5,000 degrees kelvin. Florescent light is 3200 degrees kelvin. Different types of indoor lighting may cause an image to appear green. The white balance control helps to achieve proper color balance.

Zoom Lens
A lens in which you adjust the focal length over a wide range. In effect, this gives you lenses of many focal lengths.

### 01.03 Individual and Team Activities (Participation Skills and Techniques)

When choosing a sport to participate in, it is important to think about whether you want to participate in a team sport, an individual sport or maybe you would like to do both. Hopscotch is an example of an individual sport, while kickball is an example of a team sport.

To get a better idea of what types of sports/activities are team sports, and which ones are individual activities, click on the "Team Sports" and "Individual Activities" links to get a better idea. In the assignment you will be asked to describe the CRITICAL CUES that are associated with that exercise.

What are critical cues for movement skills? The critical cues are the specific directions you give or get to make sure that you perform the movement/exercise correctly--the criteria by which your teacher or coach might evaluate whether you are performing the skill or activity correctly. Examples of a few critical cues in different activities:

• In archery: As you prepare to release an arrow, the fingers of your left hand should be relaxed and open, not clenched tightly around the bow.
• In horseback riding: Your heels should be down, stirrups on the ball of your foot, toes pointing ahead or slightly out, knees bent.
• To begin demi-plie in first position in ballet: Stand straight and in alignment, heels together and legs turned out to a 180 degree angle

Of course, these are just brief examples--there are lots more considerations for each of these movements--but you get the point. After reading the Links continue to the assignment Individual and Team Activities.

 teacher-scored 20 points possible 30 minutes

This assignment should be completed by WEEK 2 of this class

INTRO to SPORTS

Answer the Questions on Fitness, then Choose one Team sport and one Individual activity to research for this assignment.

You may want to go through Pioneer Library to World Book Encyclopedia for some of your research, use other websites, books, and/or conduct interviews with coaches or players. Be specific where you got your information in your assignment submission. You need to identify the Critical cues for each sport or activity you choose.

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NAME:

DATE:

PART A: Intro to Fitness ( 7pts)

1. Do you feel that physical fitness is important? Why or why not?
3. Why do you think you are required to take PE?
4. What are some of the benefits of physical exercise? List 3

a.
b.
c.

5. According to the Video, "Why Should we Take Physical Education in School" in Lesson 01.02 - What is the heart rate zone that is preferred for teens?
6. According to the Video, "Why Should we Take Physical Education in School" in Lesson 01.02 - How many minutes should your heart rate be up in the zone?
7. What does the letters S.M.A.R.T. mean?

Part B: Team sport (8 pts)

1. What team sport did you choose to research?
2. Describe briefly how this sport is played.
3. List at least FOUR rules players must follow in this sport, and the PENALTY for breaking each rule.
1.
2.
3.
4.
4. List at least THREE basic movement skills, a player needs in this sport. (For instance, if swimming were a team sport, you might list flutter-kick, flip-turn, and crawl-stroke.) and explain the CRITICAL CUES (you may want to go back into the URLS and figure out what these are) for that movement.
1.
2.
3.

Part C: Individual activity - (5 pts)

1. What individual physical activity did you choose to research?
2. Describe briefly how this activity is done.
3. List at least TWO basic movement skills a participant needs in this activity, and explain CRITICAL CUES for that movement.
1.
2.
4. Why would you choose (or not choose) this activity rather than other individual activities? Evaluate it on the basis of: fun, expense, time constraints, needed resources, and benefits. (Make sure you evaluate on each basis for full credit.)

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

### 01.03 Let The Research Begin - English 10

 Participate in conversations and collaborations with different people. Integrate and evaluate information from diverse formats. Evaluate a speaker’s point of view and reasoning.

Are you ready to get to work?: fotopedia by Ed Yourdon *All of the activities from this lesson need to be completed and saved in a folder on your hard drive for future use, reference, and grading.

THE CHALLENGE

It is fairly easy to analyze and define your own thoughts but moving out of your own world can sometimes be a challenging pursuit. To do so, let's first contemplate your family and the impact they have had on your personal views, habits, beliefs, and outlook on life.

For this activity, you need to do a bit of research that will help you to explain who you are and how you have been effected by the people in your life. To better understand your history and your background, interview three members of your family using the following format.

### 01.03 Stress management (Health II)

 Standard 1, Objective 2d: Apply stress management techniques.

Stress can be defined as the body’s reaction to a demanding situation. These demands can be positive (eustress) or negative (distress). Although the causes of stress are varied, the body’s physiological reaction is the same. First, the brain signals the attack of the stressor. The hypothalamus then responds by producing cotropin-releasing factor (CRF). The CRF activates the pituitary gland, which secretes adrenocorticotropic hormone (ACTH) into the circulatory system. The adrenal glands then secrete adrenaline. Effects of the adrenal hormones:

-- Increases release of cortisol, epinephrine and norepinephrine -- Increases glucose -- Increases heart rate -- Increases blood fats -- Increases blood pressure -- Reduces protein stores -- Increases contractility of the heart -- Reduces white blood cells -- Increases cardiac output -- Increases body core temperature -- Causes copious sweating

As you look at the effects of the adrenal hormones listed above, consider how they may impact performance and/or health. An athlete may use this stress response to prepare for a competition, as the body is physiologically prepared for action. Too much stress, over a long period of time, could contribute to a greater susceptibility to illness, as the body becomes exhausted. Symptoms of chronic stress may include two or more of the following symptoms:

-- Upset stomach, diarrhea, or indigestion -- Headaches, backaches -- Insomnia (inability to sleep) -- Eating too much or too little -- Feeling hostile, angry or irritable -- Feeling anxious -- Avoiding other people -- Crying -- Feeling frustrated with things that normally bothered you a little

### 01.03 Stress management (Health II)

 Helping Teens Cope With Stresshttp://www.lifespan.org/articles-and-tips/parenting/helping-...

### 01.03 Stress management story for assignment (Health II)

 Standard 1, Objective 2d: Apply stress management techniques.

### 01.03 Unit 1 study guide (Fitness for Life)

 Recognize the relationship between physical activity and personal health. Explain the elements of physical fitness, e.g., flexibility, cardiovascular endurance, and body composition).

U.S. Navy photo by Photographer's Mate 2nd Class Damon J. Moritz, Public domain, via Wikimedia Commons

Study Guide: Unit 1

1. Understand the difference between health-related and skill-related fitness, including the various components of each. Be ready to recognize each component in a life scenario. For example:

a. Question: As you walk to school, your arm becomes fatigued as you try to carry a large load of books, so you must repeatedly shift them from one arm to the other. What aspect of fitness is most likely causing your discomfort? Answer: Static muscular endurance.

2. Understand the four FITT principles. Be ready to evaluate their application to a life scenario. 3. Understand the application principles of specificity, overload, and reversibility. For example:

a. Question: Your friend lifts 3 sets of 7 reps of a given lift 3 days each week. When they are able to increase to 8 reps, they increase the weight so they go back to only 7 reps. What principle are they applying? Answer: Overload.

4. Understand the difference between aerobic and anaerobic work, and be ready to recognize or apply those principles in a real life scenario.

5. Understand the nature of such bone conditions as osteoporosis, scoliosis, kyphosis, and lordosis, and how they respond to exercise.

6. Understand the relationship between diabetes and exercise.

7. Be prepared to analyze and apply the RICE principles to Hyperkinetic (overuse) injuries.

### 01.03 Vocabulary Set 3 (English 11)

 teacher-scored 10 points possible 30 minutes

Raw garlic has a pungent odor.: Donovan Govan, CC Attribution-Share Alike 3.0 Unported license via Wikimedia Commons.

You will be given three sets of ten words to learn and use in this course. Personally, when I need to find a definition for a word, I first look to a thesaurus. Sometimes dictionaries are hard to understand, and a single word of the same meaning is sometimes more helpful to develop understanding of a new word. Feel free to use whatever resources you find most helpful. For each set of words you will complete an activity and a quiz. There will be vocabulary questions on the final test as well.

Copy and paste the material between the asterisk lines into a word processing document. Complete the requirements for the assignment and copy and paste it back into the submission box.

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Vocabulary Set 3

1. altruistic
2. clemency
3. dearth
4. diffident
5. discrepancy
6. infallible
7. pungent
8. repose
9. temerity
10. unfeigned

Set 3 Activity (10 Points):

Write a short, creative story using each of the vocabulary words in one story.  Please highlight the vocabulary words in your story.  If the meaning of the word is not clear in its usage, you will lose points. Please do not use sentences like “I don’t know what the word corpulent means.”

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Vocabulary Set 3 Rubric

5 Points= Each word has been used correctly in a sentence (1/2 point each)

3 Points= Story is in paragraph form

2 Points= Writing contains few mistakes

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

### 01.03.01 Assignment 023 (Adult Roles)

 teacher-scored 10 points possible 3 minutes

Assignment Twenty-three: Write a short essay describing the difference between a long-term goal and a short-term goal.

### 01.03.01 Stress management assignment (Health II)

 teacher-scored 49 points possible 40 minutes

What to do: Complete Sections I, II, and III, following the instructions provided below.

 Points Possible: Complete Section I: Fill in an appropriate way to deal with stress for each of the letters (1 point per letter) 19 Complete Section II: List your top five stressors (1 point for each) Tell how you can deal with your top five stressors in a healthy way (1 point for each) 10 Complete Section III: List each of Jeff's stressors in the story (1 point for each) Tell how Jeff could deal with each of his stressors in a healthy way (1 point for each) 20 Total Points Possible: 49

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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Section I: Make a list of appropriate ways to manage stress and express emotions for each letter listed below. The suggestions on your list should begin with each of the letters. (Each good suggestion is worth 1 point for a total of 19 points in this section).

H O W
T O
D E A L
W I T H
S T R E S S

Section II: List the top five stressors in your life AND tell how you can best manage them (1 point for the stressor listed and another for the healthy way to deal with it).

Section III: After reading the story in 01.3.1, list the stressors Jeff encounters during his day. For each stressor listed, give one or more ways he could best manage the situation. (You will earn one point for each of his stressors listed and one point for a healthy way that he could deal with it).

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

### 01.03.01 Unit 1 quiz (Fitness for Life)

 computer-scored 15 points possible 15 minutes

Go to Topic 3 on your main class page to take this quiz. You may take it multiple times, but you must score at least 80%.

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

### 01.04 Employee Benefits as Earnings 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. 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).
You may now take the quiz by returning to section 3 of the main course webpage where you should click the 1.04 "Emplyee Benefits as Earnings quiz." Afterward, simply proceed to the next assignment.

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

### 01.04 Let The Research Begin, Again - English 10

 Write so readers can follow a particular line of reasoning. Participate in a range of conversations with different people. Integrate and evaluate information presented in an oral format. Evaluate a speaker’s point of view. Adapt speech to a variety of contexts and tasks.

What is your family history?: Fillster.com "Funny Pictures for Myspace" *All of the activities from this lesson need to be completed and saved in a folder on your hard drive for future use, reference, and grading.

1. Copy and paste the list of questions between the rows of asterisks below, three times, into a word document.

2. Choose three family members and have them EACH answer ALL of the questions below.

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Interview Prompts

1. What is their name, birth place, and family relationship information?

2. What was their childhood like?

3. What schools did they attend and what did they do for fun?

4. What was dating and courtship like for them, and did they get married?

5. Do they have children and, if so, when were they born? What is their general philosophy about raising children?

6. What has their health been like? Have they had any accidents or illnesses?

7. How is the world different today than it was when they were little?

8. What friends did they have growing up?

9. What places have they visited?

10. What are their favorite things: hobbies, interests, adventures, experiences, etc.?

* Listen! Record the interview, if you need to, but be sure to also write down their information.

* Thank them.

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* All of the above information/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

### 01.04 Mental disorders and mental health (Health II)

 Standard 1, Objective 3: Examine mental illness.

Everyone experiences life a little differently. Humans' perception and processing of reality vary from one person to the next, and most people fall somewhere into what we think of as a 'normal' range. Most of us have periods of feeling depressed or manic, anxious or obsessive. If we go long enough without sleep, we may even experience hallucinations. Some of us, though, have persistent or recurring symptoms over extended time periods that seem to go beyond the 'normal.' We use the term 'mental disorder' (or mental illness) to name problems that seem to originate in or affect the mind, rather than the body. There have been individuals with mental disorders throughout history. They were sometimes regarded as being possessed by demons, or gifted by the gods. If they were fortunate, others regarded them as odd but harmless. If they were unfortunate, they might be burned as witches, or banished from their communities. Even now, when effective treatments may be available, people with mental disorders are often avoided, put down, or accused of being fakers or lacking self-discipline. Odds are very high that you know at least a couple people who live with mental disorders--though they may not talk about it. Mental illness is still stigmatized unlike most physical illnesses. People may fear that they will lose their job, friends, spouse, or children if others know they have a mental disorder. Many health insurance plans don't provide coverage for mental disorders as extensively as they do for physical disorders. Some mental disorders tend to run in families, so there is some genetic influence on a person's chance of developing a mental health problem. However, genetics do not determine every outcome. You may inherit the genes, but still not develop the problem. Some interactions between the person's genetic make-up and his or her environment and experiences apparently cause the mental disorder to develop in some people but not in others. Some risk factors for developing mental disorders include physiological problems in the nervous system, a 'difficult temperament' (someone who tends to be irritable, moody, angry and/or unhappy more than most people), chronic physical illness, serious marital problems in the family, low socioeconomic status, living in crowded conditions, parents with a history of criminal behavior or mental illness, substance abuse, low birth weight, or lack of good education. On the other hand, protective factors can help protect against the development of mental disorders: a strong support system of stable family and friends, involvement in enjoyable group activities or meaningful hobbies, regular exercise, and good education are examples. Read the articles at the links below. There will be quiz questions over this material, and you will find it useful in the next assignment.

 Required: Read the symptoms and causes for all illnesses listed to the left on the link.http://www.nami.org/template.cfm?section=by_illnessRequired: Overcoming the stigma of mental illnesshttp://www.mayoclinic.com/health/mental-health/MH00076Supplemental: National Institute of Mental Health statistics - find prevalence information herehttp://www.nimh.nih.gov/statistics/index.shtmlSupplemental: Substance Abuse and Mental Health Services Administrationhttp://www.samhsa.gov/

### 01.04 Standard 0ne in Action (Participation Skills and Techniques)

As you get more active, it is likely that you will improve your agility, balance, speed, strength and coordination. Click the first link, "Agility," below, and read the definitions of agility, balance, speed, strength, and coordination. Many people say that they don't have time for physical exercise, but there are plenty of ways to incorporate exercise into your daily activities.

Click the second link, "Increase Your Physical Activity," below, to learn about other ways you can work physical exercise into your daily life; you might be doing some of these things already. Make sure you scroll to the bottom and click on the links of the different ways you can increase your physical activity.

It is often thought that you must go to a gym to exercise, and although gyms are a great place to do that, you can do many exercises right in your own home. The last link, is an article about three exercises that you can do from home. As you read the article pay attention to the 'critical cues' for each exercise (see explanation below in previous lesson). Practice the exercises given in the article, as they will help you practice your agility, balance, strength and coordination. Get familiar with these exercises as you will be asked to do them in the assignment section.

You will want to get started right away on the three-week exercise part of the assignment. Please read the third link, "Easy Exercises for Teen," below. Then continue to the assignment: Standard One in Action.

 teacher-scored 65 points possible 275 minutes

PLEASE NOTE: THIS ASSIGNMENT IS BROKEN UP INTO TWO (2) PARTS.

This assignment should be started by WEEK 1 of this class.

THIS ASSIGNMENT WILL TAKE THREE WEEKS TO COMPLETE.

You will need to complete and SUBMIT 01.04A by WEEK 1 of this class. The DATE you submit is your start date for this assignment! You will also need to complete and submit the three questions along with the start date.

You will need to complete and SUBMIT 01.04B by the CONCLUSION of WEEK 3 along with the TWO questions and your 3 week exercise log relating to the assignment. You many continue on with your other assignments while you are working on this assignment. Please put all answers in bold or UPPER CASE.

"TO USE THE SPREADSHEET I HAVE PROVIDED"

Click on the Easy Exercises For Teens Log Spreadsheet to view how to get started on your log. You will need to click on "File" and then "Make A Copy." Make sure that you rename your Log Copy of Easy Exercises For Teens Log.firstname.lastname You should be able to access this document through your gmail in the "Document" tab anytime you like.
When you have completed the log, click on the BLUE "Share" button in the top right hand corner of the document. Make sure that it is "ANYONE YOU HAS THE LINK," in the area that lists; "Who has access."
Then you can copy and paste the URL into the submission box for this assignment and send it to me. Or you can upload it as a google doc.

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01.04A Standard One in Action

NAME:

START DATE:

1. Give me: 1>an example of a sport or physical activity that requires balance, 2>an activity that requires coordination, 3>an activity that requires agility, and 4> an activity 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.

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01.04B Standard One in Action

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 - You must PERFORM these THREE different exercises (sit backs, chair squats, and butterfly breaths) for the log! You will perform each exercise for the required rep and then increase your reps each week throughout the 3 week process. Please use the Easy Exercise for teens LOG that is available in the link above or make your own that is similiar to the log given! Make sure you submit the LOG and the QUESTIONS when you submit your 01.04B assignment.

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01.04B Standard One in Action

NAME:

START DATE:

END DATE:

4. ***LOG*****                                                                                                                             *FIRST WEEK do each of the exercises listed above TEN times a day for any five out of the 7 days in the week.                                                                                                                                 *SECOND WEEK do each of the exercises listed above FIFTEEN times a day for any five out of the 7 days in the week.                                                                                                                       *THIRD WEEK do each of the exercises listed above TWENTY times a day for any five out of the 7 days in the week. Therefore, this assignment will take you THREE weeks to complete.

5. What got easier or harder by the third week? (Be specific and detailed in your answers! This was a 3 week assignment!)

6. What did you like or dislike about each exercise? (Be specific)

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

### 01.04 Standard 1 video (PE Individualized Lifetime Activity)

 teacher-scored 30 points possible 40 minutes

Sandboarding: by Steven J. Weber, US Navy, public domain

Standard One 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 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.

Video Assignments technical details
You will need a computer with a connection to the Internet and your digital video content (under two minutes please).

### 01.04 Unit 1 Test

Review the information learned in Unit 1.

 computer-scored 10 points possible 30 minutes

Complete the Unit 1 Test.

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

### 01.04.02 Mental disorders quiz (Health II)

 computer-scored 25 points possible 30 minutes

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

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

### 01.04.05 Two-Variable Statistics -- Assignment 6 (PreCalc)

 teacher-scored 70 points possible 120 minutes

Complete

Unit 01 -- Two-Variable Statistics -- Assignment 6
More Real Data

The instructions for this assignment are in the attached .pdf file. The final product will be a Google Earth (GE) .kmz file.

After you have completed the assignment, save it according to the instructions in the attached file, and upload the GE .kmz file using the assignment submission window for this assignment.

You should complete this assignment after reading Lesson 4.

You may need to use the links below to complete this assignment.

### 01.05 Applying Your Skills: Video 1 (Participation Skills and Techniques)

In the assignment following this "lesson" you will apply what you have been learning as you practice and demonstrate a physical skill of your choice.

 teacher-scored 30 points possible 60 minutes

This assignment should be completed by WEEK 3 of this class

You will need to submit an instructional video demonstrating one of the three exercises shown in the article “Easy Exercises for Teens,” located in lesson 01.04. These THREE exercises can include one of the following: SIT BACKS, CHAIR SQUATS, or BUTTERFLY BREATHS.

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.) For instance for a Sit Back Powerpoint there are 7 cues, so you will need 7 pictures depicting each CUE. You can find these CUES in Lesson 01.04 in the link, Easy Exercises for Teens.

INSTRUCTIONS FOR THE VIDEO:

*There are three exercises you can choose from: (You only need to demonstrate one exercise. Do NOT do all three in one Video!)

Sit Backs

Chair Squats

Butterfly Breath

*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 4-7 pictures. *YOU Must be the star of your video, (meaning the video has to be of YOU performing the skill or exercise!) So you might need to get a friend to do the filming. You will need to explain the Critical Cues and how to perform the exercise in the video, and demonstrate the correct way to perfrom the exercise.

*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.

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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01.05 Observation questions for Video 01.05

1. What activity 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 3 of your enrollment date for this class.

### 01.05 Correlation and Causation (PreCalc)

 In this lesson we discuss the relationship between correlation and causation. You can download the attached file, or you can read the same content below.

### 01.05 Couch Potato Workout (PE Individualized Lifetime Activity)

 teacher-scored 20 points possible 60 minutes

by LAIntern at the wikipedia project, public domain, via Wikimedia Commons

Get Off the Couch!!

Did you know????

Kids and teens ages 8-18 spend an average of four hours a day in front of some type of screen media (T.V., DVDs, Computer, etc.), not counting school work. The more T.V. you watch, the more likely you are to snack.

The average person consumes almost 200 extra calories for every hour of T.V. watched!

Advertisers use kid/teen programming to promote fast food restaurants and many other extremely unhealthy foods (which makes you more likely to want them).

Too much television takes away from valuable physical activity time, which over time will get you into a lazy routine and you will never want to work out.

On average how much television do you watch per day? ____________(Be honest)

Why do you think a lot of teenagers spend so much time watching television or in front of the computer? Explain your answer. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

Here is an idea to get both: T.V. and exercise – The Couch Potato Workout

Here is what you do:

1. Choose a show

2. Watch it

3. During each commercial break do an exercise (there will be at least three)

Here is your workout: DO as many reps as you can during the commercials for each exercise

Commercial #1 – Incline Push Ups Incline PU (feet on the couch, hands on the floor)

Commercial #2 - Decline Push Ups Decline PU (hands on the couch, feet on the floor)

Commercial #3 – Regular Push Ups Regular PU

Commercial #4 – Curl ups Regular CU

Commercial #5 – Sit ups Regular SU (Chest touches your knees)

Commercial #6 – Chair Dips Dips (hands on the edge, dip down until you but almost touches the floor and back up)

Repeat: DO this work out 3 times on 3 different days – Check off each day and write in your reps

Day 1 Date: ____ Length of Show: ____ Time of Day: ____

Incline PU ____  Decline PU ____ Regular PU ____ Regular CU ____ Regular SU ____ Dips ____

Day 2 Date: ____ Length of Show: ____ Time of Day: ____

Incline PU ____ Decline PU ____ Regular PU ____ Regular CU ____ Regular SU ____ Dips ____

Day 3 Date: ____ Length of Show: ____ Time of Day: ____

Incline PU ____ Decline PU ____ Regular PU ____ Regular CU ____ Regular SU ____ Dips ____

### 01.05 Grief and Loss (Health II)

 Standard 1, Objective 4d: Determine healthy ways to accept, manage, and adapt to changes in relationships (e.g., coping with loss and grief).

It is important to understand that people handle grief in many ways. Some will want to talk about their feelings, the loss, and the events surrounding the loss. Others will withdraw and isolate themselves. Some want to move on quickly, almost act as if the loss did not occur, while others seem to not want to get past it. Some direct their anger inward and engage in self-destructive behaviors, or use drugs and alcohol to numb their feelings. There are no right or wrong feelings when confronted with a loss; however, there are helpful, appropriate ways to process the emotions associated with loss. Moving through the grief process is a very individual endeavor. It is important to understand that all feelings are acceptable, and you should be allowed to feel and process them. The death of a loved one is probably the most difficult loss to endure. The strategies listed below may be helpful ways for someone to cope with and eventually process the grief associated with the death. Many of these strategies are from my own experiences, books on grief and grief counselors. Strategies for Coping with Grief

SUPPORT FOR OTHERS IN THEIR GRIEF Perhaps one of the most difficult aspects of grief is what to do for loved ones who are grieving. A friend had experienced the death of her eight year old son told me the most difficult aspect of his death was the isolation she felt afterward. After his funeral, people stopped dropping by, they looked the other way when driving down the street, even avoided her at church. I do not think her friends, neighbors, or church members meant to be thoughtless; they just did not know what to do, so they avoided the situation. The following are suggestions for supporting others in grief from my health students based on classroom discussions and their personal experiences with death:

 Read "An Elephant in the Room" by Terry Ketteringhttp://www.nmsoh.org/an_elephant_in_the_room.htm

### 01.05 Grief and Loss assignment (Health II)

 teacher-scored 20 points possible 30 minutes

PART I: Respond in essay form (complete sentences and paragraphs) to the following question based on what you’ve learned from unit lesson 01.5, life experiences and research you’ve done:

1. What have you learned about life while thinking and reading about loss and grief? What are some healthy ways to deal with change and loss?

PART II: Based on information read in the lesson portion of this unit, answer in essay form ONE of the questions below (same criteria as above). MAKE SURE YOU INCLUDE EXAMPLES FROM THE LESSON MATERIAL SO THAT I CAN TELL WHAT YOU'VE LEARNED.

2. How does your own experience with grief relate to the information contained in the lesson? In what ways do you agree or disagree with the "research?" What helped you the most through the grieving process?

OR... 3. What might you do for a best friend that has experienced the death of a family member? Would your actions reflect the stages of grief? Be specific, and use information contained in the lesson.

 Respond in paragraph form to question #1, based on the information you've read in the lesson. 5 points for spell checking, editing and composing your essay in a grammatically correct paragraph form. 5 points for referring to what you've read in the lesson material and relating it to your own life, while also answering the question completely. 10 Respond in paragraph form to EITHER question #2 or #3, based on the information you've read in the lesson. 5 points for spell checking, editing and composing your essay in a grammatically correct paragraph form. 5 points for referring to what you've read in the lesson material and relating it to your own life, while also answering the question completely. 10 Total Points Possible: 20

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

### 01.05 Language "Work Outs"

 Students will practice editing for spelling and grammar mistakes in a short paragraph. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

You will edit three paragraphs in the next three assignments.

There are spelling mistakes, punctuation mistakes, missing punctuation, word usage problems, etc. Your job is to correct as many conventions problems as you can. You need to find and correct at least ten mistakes (most of the paragraphs have between 15 and 20 errors).

You need to somehow 'highlight' your corrections (underline, bold, different color, number, etc.).

Copy and paste the paragraph into a word processing document and correct from there, then copy and paste the changes into the submission box.

### 01.05 The Value of Health Insurance (Financial Literacy)

 Discuss the value of health insurance.

X-rays can cost hundreds of dollars: NARA image, public domain BACKGROUND

The average family spends several thousand dollars a year for medical expenses. PLUS, expenses are rising over 10% per year. So health insurance is one of the most valuable employee benefits. Tiff and Cameron did not realize the importance of this benefit. Review the three insurance terms below before proceeding: Deductibles: Insurance policies usually state a dollar amount you must pay before the insurance will start paying for such things as surgical procedures, lab tests, or hospitalizations. This can vary from company to company. Routine office visits are usually not subject to the deductible. A common deductible might be $1000. These can be annual, personal, or family deductibles that YOU pay before the insurance pays. Co-pays: Insurance “co-pays” are the amounts you pay each visit before the insurance pays. The good news is that if you make a copay, the insurance company usually pays the balance even if you haven’t met the overall deductible. The copay might be a percentage (e.g. 20%) or a certain number of dollars (e.g.$30) per visit. Coverage: Even the same kinds of insurance cover different things with different limits as you will see in a moment. Major organ transplants like heart, liver, and bone marrow, for example, might be covered under some policies but not by others. This affects monthly premiums that may run from $75 to$160 per month for a healthy young single person.  Visit URL #1 and #2 to learn more about insurance and how premiums and dedcutibles work.

Health insurance becomes even more important when you have a family: US DOD image, public domain  Employee benefits are benefits offered and paid in part by employers.  Common employee benefits are: paid vaction holidays, paid sick days, health insurance, disability income insurance, life insurance, dental/vision insurance, profit sharing, payroll savings plan, tuition reimbursement, etc.

You may have heard about the Affordable Care Act that passed into law on March 23, 2010.  Many people also refer to this Act as "Obamacare," they are the same thing.  The ACA open enrollment starts October 1, 2013 and ends March 2014, and coverage will begin in January 2014.  This is a highly debated topic in America.  It is important for you to do your own research about ACA, so you can understand how it will affect you.

### 01.05 The Value of Health Insurance (Financial Literacy)

 computer-scored 10 points possible 30 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 2 of your enrollment date for this class.

### 01.05.01 Discussion of Correlation (PreCalc)

 http://commons.wikimedia.org/wiki/File:Ice-cream.jpg Did you know that there is a positive correlation between ice cream sales and drowning rates? It is true. When ice cream sales go up, the rates of people drowning also go up. Does this mean that ice cream causes drowning? Did you know that there is a positive correlation between water usage and crime rate? It is true. When the average water usage in a city increases, so does violent crime in the city. Does this mean that water use causes violent crime? Okay, one last one. Did you know that world wide, there is a positive correlation between tobacco use and life expectancy. It is true. World wide, people who use tobacco live longer than people who do not. Therefore, tobacco use increases life expectancy? Now, I suspect that with the first correlation you wondered, “if you eat ice cream before you go swimming, are you more likely to have cramps and drown?” With the second, you may have wondered, “are violent criminals more likely to strike homes with green lawns?” However, with the third, I suspect you thought, “seriously! I mean seriously!?” Here is the deal. Not one of the correlations are above are causational. Eating ice cream will not make you drown. Watering your lawn will not make you more of a target for criminals. And, no, smoking does not make you live longer. The point of this entire lesson is that two variables can be correlated without one variable causing the other variable. In these examples, there is an underlying causational factor for each of these relationships. The first four variables are all caused by the same thing: summer. In the summer, it is hot, so people eat more ice cream. Therefore, ice cream sales increase in the summer. In the summer, people swim, boat, kayak, and expose themselves to situations where they might actually drown more frequently. Therefore, the rate of drowning increases in the summer. Ice cream sales increase in the summer. Drowning rates also increase in the summer. If we plot drowning rates vs ice cream sales, we will see a positive correlation. It is probably a fairly strong correlation - but ice cream does not cause drowning. Likewise, drowning does not cause ice cream sales. I said the first four variables have the same underlying cause. In the summer, water usage increases as people try to maintain their yards and prevent their lawns, flower beds and gardens from drying up and dying in the hot sun. That shouldn't surprise anyone. Therefore, we could also observe that there is a positive correlation between water use and ice cream sales, or water use and drowning. Of course, I chose a somewhat more interesting variable to compare that with: crime rates. Crime rate, particularly violent crime, does actually increase in the summer. One possible reason is that the heat increases people's irritability, making them more likely to become violent. There are other possible explanations. This relationship is a bit less clear than some of the others. At any rate, both water usage and violent crime increase when it is hot. These are correlated, but there is no reason to think that they are causational. The final two variables also have an underlying causation. It is not that smoking increases life expectancy. There have been too many studies in the United States that demonstrate that smoking causes cancer and other diseases for anyone to believe that smoking increases your life expectancy. However, notice that I specifically said world wide there is a correlation between tobacco use and increased life expectancy. Can you guess what the underlying causal factor is? Think about this. We are not just talking about the U.S. We are discussing developing countries as well – places where tobacco is a luxury item. Figured it out? The issue is a wealth vs. poverty one. In many places in the world, tobacco is a luxury item. The only people who use tobacco are people who are wealthy. People who do not use tobacco do not use it because they are too poor to afford it. The longer life span is associated with the good health that wealth affords. The shorter life span is associated with the poor health of poverty. The tobacco usage is merely an indicator of wealth, not an indicator of health.

### 01.05.04 Two-Variable Statistics -- Assignment 7 (PreCalc)

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

Complete

Unit 01 -- Two-Variable Statistics -- Assignment 7
Correlation and Causation

Work on this quiz/assignment at the link below this lesson. The assignment is computer graded, which should make it easier to do the assignment and provides immediate feedback.

Complete this assignment after reading Lesson 5.

### 01.06 Aging, Death and Dying (Health II)

 Standard 1, Objective 2d: Apply stress management techniques.

 Required: Top Ten Aging Challengeshttp://longevity.about.com/od/liveto100/tp/top-aging-challen...Required: Organ donationhttp://www.nlm.nih.gov/medlineplus/organdonation.htmlRequired: Living willshttp://www.mayoclinic.com/health/living-wills/HA00014Supplemental: Assisted Suicidehttp://www.wrtl.org/assistedsuicide/painmanagement.aspxSupplemental: FAQ about organ donationhttp://www.mayoclinic.com/health/organ-donation/FL00077Supplemental: Euthanasia and Physician-Assisted Suicidehttp://www.religioustolerance.org/euthanas.htmSupplemental: Hospice Carehttp://www.nhpco.org/sites/default/files/public/Statistics_R...

### 01.06 Death & dying research paper (Health II)

 teacher-scored 35 points possible 120 minutes

You will write a researched essay about an issue related to death, aging and dying chosen from the topics listed below.

Overview of assignment

TOPIC CHOICES:

Hospice Care, Euthanasia, Living Wills, Doctor Assisted Suicide, or Organ Donations

Search Pioneer Library, SIRS Knowledge Source, for information on the topic you chose from the list above. Use at least one of the websites listed for the previous lesson (01.6) and at least one source from Pioneer Library. Length: at least 550 words, plus a list of your sources.

Write a two-page paper (12 point font, double or single-spaced, 1" margins, at least 550 words) clearly stating your position on the chosen topic, with research to support your claims (more sources than just Wikipedia are required, though it may be used minimally if you’d like). More quality sources are encouraged. BE SURE TO CITE YOUR SOURCES OF INFORMATION FROM YOUR RESEARCH throughout the paper, as well as a works cited section included at the end. REMEMBER TO WRITE IN YOUR OWN WORDS, CITE YOUR SOURCES ON ALL RESEARCHED OR QUOTED WORK (this means within the paper, as well as a works cited section at the end)!! and make sure to PROOFREAD and EDIT your report before submitting it.

Ideas and content 15 points:

Clearly state your opinion on the chosen topic, and cover all requested information

Documented research and citations 15 points:

Support your paper with documented research, including a source from Pioneer Library. Cite your sources within the body of the text so that it is clear where you obtained all of your information (worth 5 points). Include a works cited section at the end of your paper (worth 5 points). Introduce in your own words, put in quotation marks, cite, and comment on (again, in your own words) any researched material used in your paper (worth 5 points).

Conventions 5 points:

Proof, spell check and edit your work before sending it (worth 5 points).

***DO NOT copy and paste material directly from a website, DO NOT leave any links to other websites in your paper, and DO NOT plagiarize or cheat in any way. Papers suspect to plagiarism or cheating will result in an automatic ZERO with no chance of corrections.

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

### 01.06 DOL Refresher Course

 teacher-scored 7 points possible 45 minutes

Do You Remember DOLs?

Before you start revising your own writing, let's practice some of the skills of revision by completing the following "Daily Oral Language" exercise.

This will get you in the mindset of finding mistakes that can make writing confusing. You will, in turn, need to employ these same skills when you are reading, re-reading, and revising your own writing.

Copy and paste the DOL practice below, between the rows of asterisks, into a word document.

Make a list of the needed corrections and explain why those corrections are needed, then place your work into the assignment submission area after you have saved it to your hard drive. (DOL obtained and modified from W.O.W. and D.O.L. - Wolfe County Schools wolfe.k12.ky.us)

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

DOL Practice *Correct seven errors in the following paragraph:

My Brother and Me sing in a chorus, and every December we sing the Messiah by George F Handel. This piece was first performed in Dublin, Ireland in 1,742. My brother Ray doesn’t sing, but he do play the trumpet. This yere he will have the pleaseure of performing the famous trumpet solo.

List the mistakes and their needed corrections (explain) 1. 2. 3. 4. 5. 6. 7.

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

1. Find seven mistakes in the paragraph above and explain the grammar rule behind each of the corrections.

Submit this assignment in the next section of this course.

SAVE ALL OF YOUR WORK FROM THIS QUARTER

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

### 01.06 Self-Employment & Entrepreneurs (Financial Literacy)

 Identify the risks and rewards of entrepreneurship and self-employment.

Many artisans and artists are self-employed: Image from Wikimedia Commons, Joe Mabel, Attribution-Share Alike 3.0 Unported BACKGROUND

Another way to earn money besides working for others is to be an “entrepreneur”--to be your own boss and own your own business. This can be full-time or part-time. Entrepreneurs cannot set any wage they want. They must make sufficient profit to pay their own wages and others as well. Nonetheless, many entrepreneurs earn far more than if they worked for someone else. But some make NO profit and incur great debt. So owning a business has risks AND rewards. Anyone can be an entrepreneur, including students, parents, Tiff or Cameron, or someone that works full-time in a regular job. Many young people have a business on the side to bring in extra cash. It often begins when a person identifies some skill they have that fills other people's needs. Entrepreneurs have special skills, interests, or experience in providing a service or product others are willing to pay for.

VISIT URL #1 shown below to read the introductory paragraph and take the 7-question “Entrepreneur quiz.” Then click “submit” to read the evaluation of your answers. Then exit the web page and proceed to the URL #2 activity. VISIT URL #2 read the article and then take the short online questionnaire to compare your qualities with successful entrepreneurs. Then exit the web page to complete the assignment quiz, This lesson has no assignment, only a quiz. Please proceed to the “Assignments, Quizzes, and Tests” section for 1.06.

### 01.06 Unit 01 Test (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 3 of this class

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

### 01.06.02 Thoughts & feelings on death assignment (Health II)

 teacher-scored 30 points possible 40 minutes

You will write your imagined obituary following the guidelines below, and then complete the questions in part II. First write the obituary in a word processing document on your computer. Copy and paste the section between the lines of asterisks below the obituary, in the same document. Complete your work, and save a copy for yourself. Then submit your work using the assignment submission window for this assignment.

Overview of assignment

Purpose: to create an 'obituary' for your future self, and consider how you feel about death

Audience: your future friends and family

TOPIC :

Write your own obituary. Focus on the things that you want to accomplish in life, as opposed to looking at the negatives of writing out your own death. You may choose all the details that people actually have no control over. For example, you could die at age 305, in space while defending the universe, if you choose. However, you must include the following information in your obituary.

1. Age and way you die
2. Accomplishments
3. Survived by (who would still be living after you die?)
4. Preceded in death by (who in your family or close associates would have died before you?)
5. Funeral Arrangements

(WRITE THESE ITEMS OUT IN PARAGRAPH FORM, AS THEY WOULD APPEAR IN A LOCAL PAPER. DON'T JUST FILL OUT THE FACTS ABOVE).

Length: at least 200 words.

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

PART II:(10 points possible, 1 point per answer) Complete the following statements.

1. Death is
2. I want to die at
3. I don’t want to live past
4. I would like to have at my bedside when I die
5. When I die, I will be proud that when I was living I
6. My greatest fear about death is
7. When I die, I will be glad that when I was living I didn’t
8. If I were to die today, my biggest regret would be
9. When I die, I will be glad to get away from
10. When I die, I want people to say

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

 Part 1: Write Your Own Obituary including the five requirements listed above (2 points for each of numbers 1-5, and 10 points for spell-checking, editing and composing your obituary in paragraph form). 20 points Part II: : Complete the statements (1 point per completed statement) 10 points

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

### 01.07 Self-Employment Risks and Benefits (Financial Literacy)

Entrepreneurs in cities have made businesses of walking other people's dogs: Image from Wikimedia Commons, revolution cycle, CC Attribution 2.0 Generic BACKGROUND

### 01.07 Self-Employment Risks and Benefits (Financial Literacy)

 teacher-scored 10 points possible 60 minutes

Assignment for lesson 01.07: This assignment is different from the others because EHS requires one writing assignment in each quarter. In this assignment you will write on the following topic:

To be a successful entrepreneur, you must have a passion for what you do. You must also strongly believe your products and services will meet customer needs.

1. Assignment must contain 450-500 words (including your words AND those copied between the asterisks from the outline below). Do not exceed 500 words total. (Note: Visit "wordcounter.net"I If you don't have a word counter.)
2. Sentences must be complete with correct spelling, grammar and punctuation.
3. Quotations are not required; but any direct quote must be cited with the source identified.
4. Writing must be ORIGINAL, thoughtful, and accurate.

To begin: Copy the outline shown below between the lines of asterisks into a word processing document. Respond to each of the five parts to complete the assignment. A spellchecker and word-counter may be used. When finished, copy the assignment into the answer box and submit like all previous assignments.

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

REMINDER: When this assignment is submitted, you must have 450-500 words between the lines of asterisks to receive a passing score. (13E)
1- Describe a "successful entrepreneur." Response:
2- Tell why entrepreneurs must have passion for what they do. Response:
3- Explain why entrepreneurs must strongly believe their products and services will meet customers' needs. Response:

5- If you were to start your own business, what would it be and why? Response:

a) 6 points: How many TOTAL words (including your own) are there between the lines of asterisks? Answer 450-500 (required for full credit):

b) 4 points: Make sure your submission has been spell checked, and thoughtfully revised as necessary.

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

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

### 01.07 This is your brain (Health II)

People used to believe that by the time you were a teenager, your brain was pretty much finished developing--you had all the brain cells you were ever going to have, and not much could change (unless you started killing cells off). NOT SO! Research using new technology shows that your brain isn't finished developing till you are in your mid-twenties, and even much older people's brains can still adapt and develop new cells on a smaller scale.

This is kind of a good news/bad news situation. The good news is that even if you have a hard time with, say, algebra, when you are 12, you can still reasonably expect to get better at it (so don't give up). The bad news is that any substance abuse before you are about 25 is likely to have more serious effects on your brain than substance abuse later in life. The good news is that if you have a stroke or brain injury later in life, there is still a chance your brain can heal or learn to work around the damage. The bad news is that the areas of your brain that help you make good decisions and responsible choices won't be mature till you are around 25--and there are a whole lot of decisions and choices to make between now and then!

Read or view the information at the links below. Yes, it will be on the quiz.

 Required: Read the introduction and view the slide show: "Teenage brain development and vulnerability to drug use"http://www.mentorfoundation.org/brain.php?nav=4-160Required: Type ' risk-taking genes ' in the Keyword box and click Search to find the video; then click Play to watchhttp://www.sosq.vcu.edu/videos.aspxSupplemental: Short video: Development of the Young Brain (center of page)http://www.nimh.nih.gov/news/media/2011/giedd.shtmlSupplemental: The Teen Brainhttp://www.nimh.nih.gov/health/publications/the-teen-brain-s...

### 01.07 Unit 1 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 3 of your enrollment date for this class.

### 01.08 The Cost of Living (Financial Literacy)

 Compare income (salaries) to the cost-of-living in various cities.

Madison Avenue, in New York City: image from Wikimedia Commons, Leif Knutsen, Attribution-Share Alike 3.0 Unported BACKGROUND

One factor that affects the value of your salary, is the “cost of living.” The “cost of living” varies from city to city. For example, a person living in Salt Lake City, Utah, making $50,000 per year may have more buying power than someone earning$100,000 per year in San Francisco, California. Let’s compare some real-life examples.

VISIT URL #1 shown below to compare the costs of living in a Utah city with a different city in order to answer the assignment questions. Here are some brief instructions: 1. Under the words, "I live in", choose Utah and then a city close to you. 2. Under the words, "I want to live in", chose a different state and city. 3. A salary of $50,000 is already selected as the beginning salary in the first city. The comparable salary in the new location will automatically be shown. ### 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. **************************************** 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 (4.2 percent of your total [gross] pay) =$84 (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.

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.

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.

### 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.

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

01.04 Standard One in Action

NAME:

DATE:

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)http://pp1.ehs.uen.org:8171/podcastproducer/attachments/ADCB...

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.
• 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.

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.

If you have the optional textbook, also read chapter 10.

 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 1http://pp1.ehs.uen.org/groups/fitnessforlife/weblog/e5bbd/Fi...Required: Unit 2 presentation (video version) part 2http://pp1.ehs.uen.org/groups/fitnessforlife/weblog/e4764/Fi...

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. See also 4-H Horses & Horsemanship pp. 42-44 Be sure to read the Equestrian Helmet Fact Sheet, link below  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/watch?v=9ccUuVowyEQ&NR=1Courtney King Dye (USET Olympic rider) talks about her accidenthttp://www.youtube.com/watch?v=awJDYBhBPzk&feature=player_em...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). Madonna uses Super Shampoo! 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...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/teen/exercise/sports/strength_training... ### 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. Read/view the information at the links below to learn more about political parties, and why they are important. 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. (Note: the tests on pages 14-15 in your text are an excellent resource for completing these assessments.)

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.

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Name:_______________________________ Date:_____________________

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.)

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.

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

### 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.

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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) _________________.

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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

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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.

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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

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Read the information in the lesson portion of the course material for this assignment.

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…

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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 18 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 provided below. 18 Question 1 1 Question 2 1 Question 3 1 Question 4 1 Question 5 3 Question 6 6 Question 7 5

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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:

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.

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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.

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
• Books or websites
• E-mail, letters, list-servs, blogs, tweets, social media

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.

### 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=8F9jXYOH2c0

### 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.

 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

 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

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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:

### 03.01.02 Exercise and Goals (PESkills)

 When you decide to get active or improve your physical fitness, it helps to set goals. A great way to hold yourself accountable to your physical fitness goals is to keep an exercise log. Read the following article to learn how to keep a useful exercise log.

### 03.01.02 Overweight & Obesity: Let's Analyze Map Data

 teacher-scored 40 points possible 30 minutes

There is a rising concern for obesity in the United States based on the data collected by the CDC, Centers for Disease Control and Prevention. The national obesity trends show that approximately one-third of U.S. adults (33.8%) are obese. Your task is to analyze and evaluate the data and statistics for “U.S. Obesity Trends” by state from 1985-2010. As you review the maps for the past 20 years from the CDC link below, think about why the states have seen such rapid increases in obesity. What are the causes for these dramatic increases? Open the “Obesity Map Analysis” WORD file for instructions. Answer the analysis questions, rename the Word file with your name at the end, and upload the completed Word file to your teacher as an assignment.

### 03.01.02 Overweight & Obesity: Let's Analyze Map Data Website

 Centers from Disease Control and Prevention - CDC: Overweight and Obesityhttp://www.cdc.gov/obesity/data/trends.html

### 03.01.03 Self-assessment and goals (PE Skills)

 teacher-scored 30 points possible 60 minutes

Copy and paste the questions below (between the asterisks) into a word processing document on your computer. Complete your work, save a copy for yourself, and then go to this assignment in Topic 3 to paste in and submit your work.

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1. Keep a log of what you eat for a week, and list below.
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
2. What healthy eating habits do you already practice?
3. What changes could you make to improve your eating habits?
4. What is a goal for healthy eating you will work on?
5. What was the result of the BMI calculation you did in lesson 03.1.1?
6. According to the information in that lesson, is your BMI low, high, or healthy?
7. How would you rate your muscle strength? Give reasons.
8. How would you rate your endurance? Give reasons.
9. How would you rate your flexibility? Give reasons.
10. After studying the exercise log in lesson 03.1.2, list your exercise goals for a week. Include at least the type of activity or exercise, and repetitions or time goals.
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
11. How do you think keeping an exercise log would help someone achieve their physical fitness goals?

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### 03.02 Budgeting Principles (Financial Literacy)

 Learn how a budget helps individuals be financially responsible

Budget planning: USN image, public domain

BACKGROUND

Budgeting doesn't mean you never get what you want. Instead, it is a powerful tool for getting exactly what you want--with what you have. Everyone needs to learn how to spend less than they earn while trying to obtain what they want. Budgeting helps you do this. It is best learned when you start to receive money in any form (allowances, gifts, and jobs).

Visit URL #1 (“Wealth-Building Priorities.”) You will NOT need to do the activities on the “detour” pages.

Visit URL #2: You will not need to do the activities on the “detour” pages.

This lesson has no assignment, only a quiz. Please proceed to the “Assignments, Quizzes, and Tests” section.

### 03.02 Communications Methods

 Students will demonstrate the ability to live online by using digital communication to communicate in a variety of ways.

Compare your list from the previous assignment to the following, did your list have a few of the ones listed?

• Texting
• Phone call
• Instagram
• SnapChat
• Email
• Skype
• FaceTime
• Instant Messaging
• TV

Go through and familiarize yourself with some of the following terms associated with each communication based method.

• Email
• Subject
• BCC
• CC
• Attachment
• Message
• Word Wide Web (www)
• Browser
• Browser History
• URL
• HTTPS
• Texting
• Emoticons
• Acronyms
• Social Media
• Like

Now we are going to take a closer look at your electronic communication.

### 03.02 Computer Basics Vocabulary

 Computer Basics Vocabulary Attached is a PDF of basic computer terms. This file contains a list of the terms and definitions for the Computer Basics Unit. Please review these terms to make sure you understand these concepts as you complete the activities in this unit.

### 03.02 Heart rates (Fitness for Life)

 Calculate individual target heart rate training zones by using the maximum heart rate formula or maximum heart rate reserve formula. Incorporate appropriate training principles including maximum heart rate, target heart rate, perceived exertion, and rest and recovery. Explain methods and the importance of using heart rates to monitor the intensity of physical activities. Research family history for health-risk factors such as coronary heart disease, cancer, diabetes, cholesterol, and blood pressure. Define challenges and risk factors that change with the aging process. Participate in programs and facilities in the community that foster activity choice and self-expression. Participate in recreational activities offered through community agencies. Appreciate the aesthetic value of activity participation in a variety of settings.

EXAMPLE: 205 (maximal heart rate) -70 (resting heart rate) ----------- 135 (heart rate range) x .50 (minimal level of exercise or percentage of maximal heart rate) ----------- 67.5 +70 (resting heart rate) ----------- 137.5 (threshold heart rate or minimum heart rate at which you should workout)

You should also calculate your target ceiling rate, or the highest intensity level at which you should exercise. Once again using your heart rate range,, multiply your heart rate range by .85, assuming that 85% of your maximal heart rate is the maximum level at which you should exercise. Add your resting heart rate back to this value for the target ceiling rate, or your maximal level of intensity.

EXAMPLE: 205 (maximal heart rate) -70 (resting heart rate) ----------- 135 (heart rate range) x .85 (maximal level of exercise or percentage of maximal heart rate) ----------- 114.75 +70 (resting heart rate) ----------- 184.75 (target ceiling rate or maximum heart rate at which you should workout)

To summarize the above information, the threshold heart rate at which this 15 year old should workout is 137.5 bpm and the target ceiling rate is 184.75 bpm. Athletes and those already in good physical condition can (and do) workout at intensities higher than 85% of maximum heart rate, however, this is most effectively done with a coach or fitness trainer. Also, some trained athletes have hearts that have become so strong that they cannot reach their calculated target heart rate. Their heart beats so strong it simply refuses to beat that fast, and other limiting factors such as muscle fatigue or oxygen exchange in the lungs will limit the intensity of the exercise before the heart becomes a factor. Another way to calculate your recommended heart rate during exercise is using the percent of maximal heart rate method. This method is much simpler than the previous method, but it is less accurate given that a persons' fitness level (e.g., resting heart rate) is not considered when using this formula. To calculate the lower end of the percent of maximal heart rate method, multiply your estimated maximal heart rate by .60, which represents 60% of your maximal heart rate.

EXAMPLE: 205 (estimated maximal heart rate for a 15 year old) x .60 ------------- 123 = lower end of heart rate range.

To calculate the upper limit of the percent of maximal heart rate method, multiply your estimated maximal heart rate by .90, which represents 90% of your maximal heart rate.

EXAMPLE: 205 x .90 ----------- 184.5 = upper end of heart rate range

Therefore, using the percent of maximal heart rate method, a 15 year old student should get his or her heart rate up to at least 123 bpm, but not higher than 184.5 bpm. Recovery Heart Rate Immediately after exercising, it is important to track your recovery heart rate. The higher your level of fitness, the more quickly your heart rate will drop after exercise. For example, if you finish a mile run and your exercise heart rate is 160 bpm, and one minute later your heart rate is down to 100 bpm, you are very physically fit and your body is used to being physically challenged on a regular basis. If, on the other hand, you run a mile and your post-exercise heart rate of 160 bpm drops only to 140 after one minute, you have a lower level of fitness and regular training should improve the speed with which you recover from hard exercise.

 Learn to Take a Pulse tutorialhttp://m.videojug.com/film/how-to-check-your-pulseHow to take a pulse videohttp://www.youtube.com/watch?v=W5K_HR6hxMY

### 03.02 Heart rates assignment (Fitness for Life)

 teacher-scored 50 points possible 60 minutes

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:_________________________ DON'T FORGET TO HIGHLIGHT YOUR ANSWERS. 1. What is your resting heart rate (bpm), and your estimated maximal heart rate?

Resting Heart Rate: ______ Estimated maximal heart rate (220 - age): ______ (4pts)

2. In the space below, calculate your target heart rate range using the heart rate range method. SHOW YOUR WORK!

Threshold HR = Target Ceiling HR = (4pts)

3. In the space below, calculate your target heart rate range using the percent of maximal heart rate method. SHOW YOUR WORK!

Lower Limit = Upper Limit = (4 pts.)

4. Are your target heart rate ranges different in questions 2 and 3, using the two methods of calculation? ___________ Which method do you believe would be most relevant for you, and for your situation? Why? (4pts.) Oxygen Exchanges: The purpose of your cardiorespiratory system is to move oxygen from the atmosphere to the cells of your body, where it is used to produce energy. To complete that process, three oxygen exchanges must take place.

• The first is between the lungs and the blood. When this exchange is under duress, we experience increased or labored breathing.
• The second exchange is between the blood and the muscle. When we require increased oxygen to the muscles we experience increased heart rate and blood pressure, similar to what we have discussed earlier in this assignment.
• The third exchange is getting enough oxygen inside the cell. When there is not enough oxygen getting inside the cell, a substance called lactic acid is produced, causing a burning or painful sensation inside the specific muscle. (This is what happens when your legs burn while running, or when you get a side stitch during exercise.)

5.  As you perform the activities below, see if you can feel sensations that indicate each of those oxygen exchanges in your body. Perform each of the activities below for three minutes. Record your heart rate: (6 pts)

• Immediately at the end of each exercise,
• 1 minute after completing each exercise, and
• 3 minutes after completing each exercise.
 ACTIVITIES Immediately after exercising After one minute of rest After three minutes of rest a) sitting b) standing c) walking briskly d) exercising fairly intensely

6. During which activity was your heart rate the highest? (5 pts.)

A. Describe any patterns you see. Do these tell you anything about how your body responds to the demands of exercise? B. Describe any sensations you experience regarding any of the three oxygen exchanges. C. How fast was your recovery from intense exercise? D. Did your heart rate get below 100 bpm after 1 minute or after 3 minutes?

7. During your regular, scheduled, aerobic workout, monitor and record your heart rate at 5 minute intervals (Pay attention to other limiting factors such as breathing or muscle fatigue.): (8 pts.)

_____* Immediately prior to beginning exercise. _____* 5 minutes. _____ * 10 minutes. _____ * 15 minutes. _____ * 20 minutes _____ * 25 minutes _____ * 30 minutes _____ * 5 minutes after completion of exercise

8. Share your results with a parent, peer, or teacher. 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 the changes you see in your heart rate throughout your exercise. (5 pts.)

•Compare changes in heart rate to the heart rate you recorded with the individual exercises. What similarities and differences did you note? •Describe how your body was responding at each interval, and discuss how that describes your body’s response to exercise.

9. Imagine you are visiting with someone who believes they are at risk for a heart attack because their family has a history of CVD. Describe how you would counsel them regarding:

•The difference between atherosclerosis and arteriosclerosis. (5 pts.)

•How to modify their life style to prevent each. (5 pts.)

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

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

### 03.02 Implications of substance abuse (Health II)

 Standard 3: Students will demonstrate health-promoting and risk-reducing behaviors to prevent substance abuse.

SOME GENERAL INFORMATION ON DRUGS AND THEIR EFFECTS

What is a drug? A drug is "any" chemical substance that brings about physical, emotional, or mental changes in people. Alcohol, tobacco, and even caffeine (in coffee, tea, cocoa, and cola drinks) are drugs. However, the term "drug" is more typically used to refer to marijuana, amphetamines, barbiturates, tranquilizers, narcotics, cocaine, phencyclidine (PCP), volatile chemicals (glue and other inhalants), LSD, and heroin. What is Drug Misuse? Drug misuse is the improper use of a legal chemical substance. Examples include using an expired drug, sharing prescription drugs with those other than the person their prescribed to, or taking more or less than the recommended dose. For example, "Two Advil works okay on my headache, so I'll take four this time to really help it feel better." Or, using a prescription drug prescribed for someone else, but because you have similar symptoms, you assume it will also work for what you have. What is Drug Abuse? Drug abuse is the use of a chemical substance, legal or illegal, which causes physical, mental, emotional, or social harm to a person or to people close to him or her. Are All Drugs Harmful? All drugs can be harmful. The effect of any drug depends on a lot of things, including how much is taken and how often, the way it is taken (smoking, taking pills, ect.), whether other drugs are taken at the same time, the user's personality, and the setting (the place). This is true whether the drug is 'natural' or manufactured. Do People Often Take More Than One Drug? Many do. Multiple drug use is very common and very dangerous. People who use one kind of drug are more likely to use other kinds of drugs too, whether by taking various drugs one after another or at the same time. Greater risks exist when a combination of drugs or a mixture of unknown pills is taken. A good example of multiple drugs use is the use of alcohol and sleeping pills taken togther, which can lead to respiratory failure and coma or death.

What is Drug Potentiating? When a person increases the dose (amount of a drug taken at one time), two things happen. The side- effects of the drug are increased or amplified in strength, and additional side-effects are experienced that only happen at the higher dose. This effect is called "drug potentiating". Example: Look at the side effects listed on a box of Advil (over-the-counter) and the side effects printed out by the pharmacist for Motrin (prescription). It's the same, exact drug, only different doses. When two drugs are taken at the same time, one or two different things happen - never 1 + 1 = 2.

WHAT IS AN ANTAGONISTIC EFFECT? Sometimes you get an "antagonistic effect", 1 + 1 = 1. Example: Tetracycline (antibiotic) taken simultaneously with alcohol--you only get the effect of the alcohol. WHAT IS A SYNERGISTIC EFFECT? Sometimes you get a "synergistic effect", 1 + 1 = 3. Example: Valium taken with a martini, or 1 + 1 = 5 (prescription sleeping pills taken with alcohol). If you want testimonials, ask Marilyn Monroe, Jimi Hendrix, Chris Farley, John Candy, John Belushi, or Jim Morrison (Oh, I guess you can't--they're all dead).

EFFECTS OF PSYCHOACTIVE DRUGS Psychoactive drugs are drugs that affect the neurotransmitters in the brain. All senses are interpreted by brain cells sending and receiving neurotransmitters. Although you have many senses, the five major ones are sight, sound, taste, feel and smell. Psychoactive drugs come to us as illicit street drugs, prescription drugs, over-the-counter drugs, herbal drugs and synthetic drugs. Each type impairs human perception and performance. Psychoactive drugs be classified as Uppers (stimulants), Downers (depressants), All-arounders (hallucinogens), or Inhalants (solvents).

UPPERS Uppers send extra neurotransmitters from one cell to the other. The amount and type depend on the strength and amount of the drug. The brain on uppers makes an individual thinks he/she has more energy, is faster, smarter, isn't hungry, or is better-looking than normal. Examples of uppers are cocaine, crack, methamphetamine, speed, crank, ice, caffeine, nicotine, diet pills, ecstacy or mini thins. DOWNERS Downers slow down the neurotransmitters being sent and blocks some from being sent at all. Again, the amount stopped or slowed down depends upon strength amount of drugs used. The brain on downers doesn't think as quickly as it should or can. Examples of downers are alcohol, sleeping pills, valium, heroin; morphine, opium or pain killers, ALL-AROUNDERS All-arounders send the neurotransmitters to the wrong place. An individual on all arounders can hallucinate in any of their senses. Typical all-arounders are LSD (acid), PCP (angel dust), Peyote, Mushrooms, Mescaline or Marijuana. DISSOLVERS Dissolvers literally dissolve the brain cells. It is like pouring gasoline into a styrofoam cup: the cup just disappears. Examples of dissolvers are gas, glue, paint or any other inhalants.

List of chemicals found in tobacco & tobacco smoke:

 -- Acetaldehyde (used as a solid fuel) -- Acetone (paint stripper) -- Acetic Acid (vinegar) -- Acrolein (tear gas) -- Acrylonitrile (poisonous liquid) -- Ammonia (toilet and floor cleaner) -- Arsenic (rat poison) -- Benzene (carcinogen) -- Benzo(a)pyrene (car exhaust) -- Butane (lighter fluid) -- Cadmium (batteries) -- Carbon Monoxide (car exhaust) -- Cresol (explosives) -- Dimethylamine (agricultural fungicide) -- DDT/Dieldrin (pesticides) -- Ethanol (alcohol) -- Formaldehyde (body tissue preservative) -- Furfural (industrial solvent) -- Hexamine (barbecue lighter) -- Hydrogen cyanide (gas chamber poison) -- Hydrogen Sulfide (toxic sewer gas) -- Hydroquinone (photographic developer) -- Isoprene (synthetic rubber) -- Methane (swamp and sewer gas) -- Methanol (rocket fuel, antifreeze) -- Methylamine (rocket propellant, explosives) -- Napthalene (mothballs) -- Nicotine (insecticide) -- Nitrogen dioxide (deadly poison) -- Phenol (plywood adhesive) -- Propane (tractor fuel) -- Pyrene (coal tar) -- Stearic Acid (candle wax) -- "Tar" -- Toluene (industrial solvent)

The Harmful Effects of Smoking

### 03.02 Implications of substance abuse quiz (Health II)

 computer-scored 25 points possible 30 minutes

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

Pacing: complete this by the end of Week 7 of your enrollment date for this class.

### 03.02 Physical Activities Assignment (PEActivity)

 teacher-scored 30 points possible 420 minutes

3D archery shoot: by Byp, CC Attribution 3.0 Unported via Wikimedia Commons

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

You are going to spend a total of SEVEN HOURS doing different kinds 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 email 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!

ACTIVITY WORKSHEET #5

1. Name and Date and Class Name:

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? Why or why not? What did you like or dislike about this activity, and do you think you would try this activity again (I DO NOT WANT 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 motor skills were.

ACTIVITY WORKSHEET #6

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? Why or why not? What did you like or dislike about this activity, and do you think you would try this activity again (I DO NOT WANT 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 motor skills were.

### 03.02 Standard 3 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. Do NOT repeat any of the activities you did in previous units. 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:

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

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?

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

6. What precautions do you need to take for safety and injury prevention 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?

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

6. What precautions do you need to take for safety and injury prevention 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.

9. Which of your exercise goals from assignment 03.1.3 did you complete?

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

### 03.02 Unit 3 Test (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 test as many times as necessary to get a good score.

### 03.02 Unit 3 Test (Participation Skills and Techniques.)

 teacher-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%. Must score 60 out of 100.

This assignment should be completed by WEEK 6 of this class

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

### 03.02.01 Memory Assignment (Psychology)

 teacher-scored 10 points possible 45 minutes

Remember to use the grading rubric to score yourself on your assignment. Put the score you believe you have earned for the assignment at the top of your assignment. The instructions for this assignment are below. When you are ready to submit your assignment, click on the assignment number link, copy and paste your paper into the text box and hit submit.

10– Quality of work reveals student has a thorough understanding of his or her own learning style, intelligence and has explored steps in improving learning. Extra research, creativity and thought are shown in the assignment beyond what is in the course materials. Work includes all elements required and is well developed, masterful and meaningful. Extra effort is obvious in its production.

9 -- Quality of work reveals student has a thorough understanding of his or her own learning style, intelligence and has explored steps in improving learning. Extra research, creativity or thought is shown in the assignment beyond what is in the course materials. Work includes all elements required and is well developed and meaningful.

8 -- Quality of work reveals student has a good understanding of his or her own learning style, intelligence and has explored steps in improving learning. Work includes all elements required and is well developed and meaningful.

7 -- Quality of work reveals student has a basic understanding of his or her own learning style, intelligence and has explored steps in improving learning.

1 – Quality of work reveals student does not have a basic understanding of his or her own learning style, intelligence and has explored steps in improving learning. Work does not include enough required elements. Assignment must be re-done.

Activity: Trying to Improve Your Learning
Go to one of the websites above and skim through the steps or topics. Choose 2 of the steps or items that you would like to improve in yourself. Then do the following:

1. Choose two steps or items that you are going to work on.
2. For two weeks, implement these two steps in your schoolwork and see how they help.
3. Write a summary of each item you chose, and how you implemented it in your schoolwork.
4. Conclude with your opinion of the two different techniques .

### 03.02.01 pe.skills.Q1.standard 3 quiz (PE Skills)

 teacher-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.standard1quiz " to take the quiz: (Note: you may retake the quiz as many times as you like, but you must score at least 80%.)

### 03.02.02 Mexican Foods(Geo4Life1)

 teacher-scored 100 points possible 90 minutes

ASSIGNMENTS 03.02.02 Mexican Foods

Content Objective: Examine part of traditional Mexican culture through cooking.

Introduction: Mexican cooking began with the early Indian inhabitants. The Indians gave the world wonderful foods that were unknown in Europe before the Spanish conquest. The following foods came from Mexico: maize (corn), squash, sweet potatoes, avocados, peppers, different kinds of beans, chile, vanilla, chocolate and tomatoes. Maize or corn was very important to the Indians. They made tortillas and cornmeal pancakes. Tortillas are still very important to the Mexican diet. Some people call them the bread of Mexico. The Indians ate a lot of vegetables, but along with this diet, they ate turkeys and even small dogs. Along the coasts of Mexico, fish, shrimp and shellfish were eaten. Fruit was also used in recipes in this area. Cacao (cocoa) bean pods ripening on a tree: Image from Wikimedia Commons, Piekfrosch, public domain Cocoa came from the Aztecs. During this time it was mainly used as a beverage. Wines and drinks were made from the white pulp around the seeds of the cocoa pod, and the beans were used to make hot and cold chocolate drinks. Cocoa beans were also used as a currency (money). The oily layer floating in the chocolate drink (cocoa butter) was used to protect the skin from the sun. For the Aztecs, cocoa had a religious significance. They believed that the cocoa tree was a bridge between heaven and earth. The Aztecs believed that in exchange for human sacrifices, the gods gave them chocolate. During marriage ceremonies, the wedded couple would drink a cup of chocolate and exchange cocoa beans. They also believed that drinking chocolate would bring mortals some of Quetzalcoatl's (the Aztec god) wisdom. The area of Mexico has produced many foods we eat each day. The world has been able to enjoy wonderful meals because of the Indian people. You are going to have the chance to make two important food items that come from Mexico. So get ready, put on your chef hat and get in the kitchen.

Materials:

Flour

Vegetable shortening

Salt

Baking powder

Warm water

Unsweetened chocolate Milk

Ground cinnamon

Vanilla

Assignment:

1. You are going to make Aztec chocolate drink and homemade tortillas.
2. Go to the link below and follow the recipe for making tortillas.
3. After you have made your tortillas, find three different people to eat one.
4. When they have finished eating, have them write three complete sentences on lined paper describing how they taste.
5. When they have finished their description, they need to sign their name at the end of their description.
6. After all three people have written about the tortillas, you need to write a paragraph about what it was like making them, and how you think they taste. Remember to use complete sentences.
7. Now make the Aztec Chocolate Drink.
8. Follow the same instructions by having three people drink it and write descriptions.
9. You will again write a paragraph about what it was like making it and how it tastes and how you think the drink has evolved over the years.

Aztec Chocolate Drink

3 oz. unsweetened chocolate

2 cups milk

1/2 teaspoon ground cinnamon

3 drops of vanilla

Put the milk in a saucepan and slowly warm it up. Add the rest of the ingredients and stir until the chocolate is melted and ready to drink.

After you taste the drink the Aztecs used to make, take a moment to think about how the taste of different foods have evolved over time. The Aztecs really liked this drink. What have we done to change the taste of the chocolate drink?

Your final activity for this lesson:

Go to the link below as a resource.

What are the following Mexican dishes? Explain the main ingredients of all ten Mexican meals. Write in complete sentences.

Mexican Food

1. Escamoles
2. Gusanos de Maguey