put away pv to put something in its usual place put down pv to write someone's name on a list to include them in an event; to put something you are carrying somewhere (e.g. on a table) put off pv to delay doing something put on pv to switch on (e.g. a light); to increase (e.g. weight); to wear put out pv to switch off (e.g. a light); to make a fire stop burning put up pv to increase (e.g. prices)

Phrasal verbs: put away, give away, throw away, pick out, put on, try on, pick up, take off, wear out, get into, go with, look for

In our classroom, we believe in teamwork and responsibility. That's why we have different classroom jobs that students can take on to help make our learning environment run smoothly. Each job comes with specific tasks and responsibilities, and it is important for the students to understand the requirements and expectations for each role. Let's take a closer look at the different classroom jobs available to our sixth-grade students: 1. Teacher's Assistant: The Teacher's Assistant plays a crucial role in our classroom. Their main responsibility is to remind the teacher of important tasks that need to be done throughout the day. This includes taking attendance, passing out papers to go home, and any other "do not forget" tasks that the teacher might need help with. The Teacher's Assistant needs to be organized, responsible, and reliable. 2. Supplies Monitor: The Supplies Monitor is responsible for ensuring that all classroom supplies are put away neatly. This includes making sure that pencils, pens, markers, and other materials are returned to their designated places after each use. The Supplies Monitor needs to be attentive to detail and have good organizational skills. 3. Technology Assistant: With our use of technology in the classroom, the Technology Assistant plays a vital role. They help students and guest teachers who might not be tech-savvy with chromebooks and other devices. The Technology Assistant should be comfortable with technology, patient, and willing to help others. 4. Room Monitor: The Room Monitor is in charge of checking desks and floors before lunch dismissal. They make sure that everything is clean and organized before we leave the classroom. The Room Monitor needs to be responsible, observant, and take pride in maintaining a tidy learning environment. 5. Line Leader: The Line Leader has the important task of leading the class and setting the pace when we transition from one place to another. They need to walk in a straight line, follow instructions, and be a positive role model for their peers. The Line Leader should be reliable, responsible, and demonstrate good leadership skills. 6. Messenger: The Messenger is responsible for taking things to the office or picking up items that the teacher needs. They need to be trustworthy, reliable, and able to follow instructions. The Messenger should also have good time management skills to ensure tasks are completed promptly. 7. Host/Hostess: When visitors come to our classroom and need assistance while the teacher is busy, the Host/Hostess is there to help. They greet visitors, provide directions, and offer any necessary support. The Host/Hostess should have good communication skills, be friendly, and approachable. 8. Guest Teacher Guide: In the event of a guest teacher, this student will help them take attendance and assist the teacher with anything they need help with. The Guest Teacher Guide needs to be responsible, reliable, and have good communication skills. They should also be respectful and supportive of the guest teacher. 9. Researcher: During whole-class discussions, if there is a question or topic that needs further exploration, the Researcher steps in. They use the internet to look up information and provide additional insights. The Researcher should have good research skills, be able to navigate online resources, and share accurate information with the class. 10. Secretary: The Secretary takes down notes when directed in the class notebook and collects any papers for absent students, placing them in their designated file. They need to be organized, attentive, and have good handwriting. It is important to note that all of these roles come with certain requirements. To be considered for any of these jobs, you must be punctual and have good attendance. This means arriving to school and class on time every day. Additionally, honesty and reliability are crucial traits for anyone taking on these responsibilities. By working together and taking on these classroom jobs, we can create an environment that is conducive to learning, organized, and supportive. Each of these roles plays a vital part in our classroom community, and we appreciate the efforts of all students who take on these responsibilities. Let's make our classroom a place where everyone feels valued and can thrive!

According to 〜によれば add to 増やす add up 合計する after a while しばらくして against the idea その考えに反対して all of a sudden 突然に all the time いつも all through the night 一晩中 along with 〜と一緒に apply for 〜に申し込む apply to 〜に適用する as a rule 原則として aside from 〜のほかに / 〜を除いて at any cost どんな犠牲を払っても at heart 心の底では at last ついに at least 少なくとも at length 詳細に at most 多くても at once すぐに / 一度に at the sight of 〜を見て at times 時々 attach to 〜に付ける / 〜に結びつける back up 支援する、バックアップする based on 〜に基づいて be absent from 〜を欠席している be against 反対する be based on 〜に基づいている be confident of 〜に自信がある be curious about 〜に好奇心を持つ be derived from 〜に由来する be filled with 〜で満たされている be full of 〜でいっぱいである be made up of 〜で構成されている be pleased with 〜に満足している be short of 不足している be similar to 〜に似ている because of 〜のせいで / 〜のおかげで before long まもなく break out 突発する break out in （急に）〜になる break up 解散する / 別れる bring out 引き出す / 公表する bring up 育てる / 持ち出す burst into 急に〜し始める by heart 暗記して by mistake 間違えて by now 今頃までには by the way ところで by way of 〜を通じて call for 要求する / 呼びかける call out 大声で呼ぶ carry on 続ける carry out 実行する、行う catch up with 〜に追いつく close to 〜に近い come across 偶然出会う / 見つける come into 〜に入る / 〜になる come out 出てくる / 公表される come up with 〜を思いつく compared with 〜と比べて depend on 〜に依存する do him good 彼に利益をもたらす drive at 意図する、狙う drop by 立ち寄る drop down 落ちる feel at home くつろぐ feel like doing 〜したい気分 feel sorry 気の毒に思う figure out 理解する find fault with 〜に文句をつける find out 知る、解明する for fear of 〜を恐れて for free 無料で for good 永遠に、完全に for once 一度だけ / 今回だけは for sale 売り物の for the best 最善のために get over 乗り越える get ready 準備する get rid of 〜を取り除く give away 与える、寄付する give in to 〜に屈する give off 放つ give out 配る / 発表する go ahead 続けて行う go down 下がる / 沈む hand in 提出する hand over 手渡す hang on 待つ / 頑張る hang up 受話器を置く hear from 〜から連絡をもらう help yourself 自由に取る / 自由にどうぞ hold back 控える hold on 待つ / 持ちこたえる hold up 停止させる、遅らせる in a jacket ジャケットを着て in a word 一言で言えば in advance 前もって in case 〜の場合に in common 共通して in detail 詳細に in hand 手元に in part 部分的に in place of 〜の代わりに in return 見返りに in terms of 〜の観点から in the distance 遠くに in the habit of 〜する習慣がある in the way 妨げになって instead of 〜の代わりに keep a secret 秘密を守る keep an eye on 見守る keep away from 近づかないようにする keep on Ving 〜し続ける keep pace with 〜に遅れずについていく keep the change お釣りはいりません keep track of 記録をつける / 追跡する keep up with 〜に遅れずについていく lay it down それを置く / 規定する less than 〜未満 / 〜より少ない look after 世話をする look back on 〜を振り返る look down on 〜を見下す look like 〜のように見える look up 調べる / 見上げる made up of 〜で構成されている major in 〜を専攻する make efforts 努力する make it out 理解する / 成し遂げる make out 見分ける、うまくいく make progress 進歩する make sense 理解できる、意味を成す make up your mind 決心する mind your own business 自分のことに集中しろ move on 次に進む no longer もはや〜ない not always 必ずしも〜でない nothing but ただ〜だけ on air 放送中 on behalf of 〜を代表して on business 仕事で on fire 火がついている on purpose わざと on the point 〜の点で on time 時間通りに one another お互いに out of the question 問題外で pass by 通り過ぎる pay attention 注意を払う play a part in 〜で役割を果たす pour out 注ぎ出す、溢れ出る prefer A to B BよりAを好む put away 片付ける put off 延期する put on 着る / 演じる　(weightで太る） put out 消す / 発表する reach for 手を伸ばす rely on 〜に頼る result in 【自動詞】結果として〜になる run it over それをひく / 読み返す run out of 〜を使い果たす run over ひいてしまう、走り回る see about 手配する / 調べる see off 見送る see through 見抜く / 見通す set out 出発する、始める set up 設置する / 設定する show off 自慢する、見せびらかす show up 現れる / 到着する sit up 座る、起き上がる speak up はっきり話す stand out 目立つ stand out 目立つ stand up for 〜を支持する suffer from 〜に苦しむ take away 持ち去る / 奪う take in 理解する、取り入れる take notice of 注意を払う take on 引き受ける / 挑む take out 取り出す / 持ち帰る take over 引き継ぐ、乗っ取る take part 参加する take place 起こる / 開催される take risks 危険を冒す take turns 交代で行う talk over 相談する tear off 引き裂く the second largest 二番目に大きい think better of 考え直す throw away 捨てる try on 試着する turn in 提出する turn off 消す / 切る turn on （スイッチを）入れる turn out 結果的に〜になる turn over ひっくり返す under control 制御下にある up to date 最新の with ease 容易に with regard to 〜に関して

Health 11/12 Review for Final Exam Core Concepts - Mental and Emotional Health, Substance Abuse Prevention, Safety and Violence Prevention, Family Life and Human Sexuality, Disease Prevention and Control, Healthy Eating Health Education Skills - goal setting, decision making, accessing information/resources, analyzing influences, communication, self-management, advocacy DIMENSIONS of Wellness - social, spiritual, emotional/mental, environmental, financial, intellectual, multicultural, occupational, physical, sexual RISK factors - anything that increases the risk of disease, injury, or illness. PROTECTIVE factors - anything that decreases the risk of disease, injury, or illness. INTERNAL health factors - health factors that can be either hereditary and genetic or acquired elements -- include smoking and personal diet or eating habits. Example – a genetic predisposition to an illness. EXTERNAL health factors - health factors that are part of the direct outer environment, the geographical location, micro-organisms, socio-economic elements that could affect an individual's health. Example – being unable to afford mental health services. Unit 1- Managing Personal and Community Wellness Explain Maslow’s Hierarchy of Needs in your own words using the image provided. Explain how each Social Determinant of Health may impact a person’s health. Levels of Disease Prevention • PRIMARY The goal is to avoid conditions altogether. • SECONDARY The goal is early detection. • TERTIARY The goal is to minimize the damage (manage). Define the following terms. Fads/Trends Sleep hygiene Driver safety Unit 2- Investigating Social Ecological Factors on Well-Being Socio-Ecological Model – The SEM examines how health behaviors form based on characteristics of individuals, communities, nations and levels in between. Each level overlaps with other levels signifying how the best public health strategies are those that encompass and target a wide range of perspectives. Interpersonal (personal) health vs. intrapersonal (relationship) health Health INEQUITY - systemic, ingrained and unjust barriers that prevent segments of the population from having the opportunity of health leading to health disparity. IMPLICIT BIAS - a form of bias that occurs automatically and unintentionally, that nevertheless affects judgments, decisions, and behaviors. Research has shown implicit bias can contribute to unequal access to quality healthcare, negative patient-provider relationships and interactions; and create mistrust in the healthcare system and practitioners among patients. This can contribute to health disparities. Health DISPARITY - represents a difference in health between populations. It is often used to describe disease burden and other negative health outcomes socially disadvantaged groups may face. Health EQUITY - The opposite of health inequity. It describes a system that supports a high standard of health and healthcare for all people. Racism - Beliefs, attitudes, institutional arrangements, and acts that tend to denigrate individuals or groups because of phenotypic characteristics or ethnic group affiliation. DISCRIMINATION - An unjust differential treatment of a person or a group. PRIVILEGE- The unearned access to resources and social power that are only available to some because of their membership within certain social groups. OPPRESSION is the act of taking away choices from others and can be defined as a system that maintains advantage and disadvantage based on social identities and that acts on multiple levels from interpersonal to institutional and societal. (internalized, interpersonal, institutional, structural) Systematic Oppression - Intentional disadvantage of groups of people based on their identity while advantaging members of dominant group (race, gender, sexual orientation, language, size, ability, etc.). Intersectionality - The complex, cumulative way in which the effects of multiple forms of discrimination (such as racism, sexism, and classism) combine, overlap, or intersect especially in the experiences of marginalized individuals or groups Unit 3- Accessing Resources and Communicating to Support Mental and Emotional Health What is anger? What is anxiety? What is stress? STRESSORS are the things that cause stress. Stressors can be internal and external. A stressor may be a one-time or short-term occurrence, or it can happen repeatedly over a long time. INTERNAL Stressors - are made by your belief system and the way you evaluate yourself. Examples include pessimistic attitude, negative self-talk, deep need to be perfect, low self-esteem or body image, unhealthy standards for self. EXTERNAL Stressors - are stressful things that happen in your surroundings and/or in your environment. Examples include busy schedules, work problems, family issues, financial trouble, social problems, injury, unforeseen circumstances. Socio-economic issues are also a part of external stressors such as poverty, violence, and racism. Define the following mental health conditions. Depression Eating disorders NSSI Non-suicidal self-injury Grief/Loss Suicide prevention A.C.T. • ACKNOWLEDGE- Tell them in a caring way that you recognize that they are having a problem • CARE- You can show you care by actively listening - put away anything else you are doing, make eye contact, sit down, ask questions. • TELL-(call 988 for additional help and support) - Tell them it is important that they speak with a trusted adult. Help them figure out who this may be and offer to go with your friend. A social norm is an unwritten, informal rule meant to guide behavior among the of society. It distinguishes between acceptable and unacceptable, good and bad, and so on. Social norms can influence a person with emotional or mental health disorders, access to care and stigmatize their situation. STIGMA- a mark of disgrace associated with a particular circumstance, quality, or person. • Self-stigma - This describes the internalized stigma that people with mental health conditions feel about themselves. • Public stigma - This refers to the negative attitudes around mental health from people in society. • Institutional stigma - This is a type of systemic stigma that arises from corporations, governments, and other institutions. Unit 4- Evaluating Risks of Substance Use and Abuse Harm Reduction - a set of practical strategies and ideas aimed at reducing negative consequences associated with drug use. Explain how each level of the Social Ecological Model is impacted by addiction. Individual Relationship Community Society SEM Level Contributing/Risk Factors to substance use Preventative/Protective Factors for substance use Individual Interpersonal/Relationship Community Society Unit 5- Analyzing Influences to Examine Ways to Increase Safety and Reduce Violence HATE CRIME - a crime, usually violent, motivated by prejudice or intolerance toward an individual’s national origin, ethnicity, color, religion, gender, gender identity, sexual orientation, or disability. Explain how the media influences violence in society. The Pyramid of Hate Explain the escalation of hate using the Pyramid of Hate visual. List several hate crime motivators. Example: age HEALTHY Relationship Signs - comfortable pace, trust, honesty, independence, respect, equality, kindness, taking responsibility, healthy conflict, fun UNHEALTHY Relationship Signs - intensity, possessiveness, manipulation, isolation, sabotage, belittling, guilting, volatility, deflecting responsibility, betrayal Sexual Assault is a sexual behavior WITHOUT consent. Human trafficking - the recruitment, harboring, transportation, provision, or obtaining of a person for labor or services, using force, fraud, or coercion for the purpose of subjection to involuntary servitude, peonage, debt bondage, or slavery. Sex trafficking - commercial sex act induced by force, fraud, or coercion, or in which the person induced to perform such an act has not attained 18 years of age. Trafficking happens using… • Force - using violence to control someone. • Fraud - using lies to control someone. • Coercion - using threats to control someone. Unit 6- Family Life and Human Sexuality Agency - A belief about yourself and the extent to which you can act on that belief. • The ability to choose freely one’s own narrative. • To embrace the idea that I am the cause (or agent) of my own thoughts and actions. • Personal agency is a personal responsibility for who we are, what we experience, what we do about that experience, and how we shape our world to give us more of the experiences we want. SEXUAL Agency • The ability to choose your own interests and desires vs. what we see in the media or others’ perceptions • The ability to identify, communicate, and negotiate one’s sexual needs • The ability to initiate behaviors that allow for the satisfaction of those needs Sexually Explicit Material - photographs, videos, films, magazines, and books whose primary themes, topics, or depictions involve sexuality that may cause sexual arousal. Sexual scripts - thoughts, patterns, or behavior that a person has about themselves in a romantic or sexual context. It is how people picture themselves or want to project themselves in front of others. Reproductive Rights of Teens - In Maryland, teens have the right to an abortion, keep their child, obtain and use birth control, paternity tests, adoption, give up custody of their child within 10 days of birth (Safe Haven Law). • REPRODUCTIVE RIGHTS- legal rights and the freedom of the individual to control decisions regarding contraception, abortion, sterilization and childbirth. • SAFE HAVEN LAW- a distressed parent who is unable or unwilling to care for their infant can safely give up custody of their baby, no questions asked. CONSENT is an agreement between participants to engage in sexual activity. • It is clearly and freely communicated, verbal, and affirmative. Consent CANNOT be given if… • A person is underage, one or both partners is intoxicated or incapacitated by drugs or alcohol, one partner is asleep or unconscious, one partner feels pressured, threatened or intimidated, or one partner holds a position of power or authority over the other. Unit 7- Advocating for Enhanced Nutrition, Food Systems, and Health Outcomes Dietary Guidelines for Americans Guideline 1: Follow a Healthy Dietary Pattern at Every Life Stage Guideline 2: Customize and Enjoy Food and Beverage Choices to Reflect Personal Preferences, Cultural Traditions, and Budgetary Considerations Guideline 3: Focus on Meeting Food Group Needs with Nutrient-Dense Foods and Beverages, and Stay Within Calorie Limits Guideline 4: Limit Foods and Beverages Higher in Added Sugars, Saturated Fat, and Sodium, and Limit Alcoholic Beverages FOOD DESERT- a neighborhood where there is little or limited access to healthy and affordable food such as fruits, vegetables, whole grains, low-fat milk and other foods that make up the full range of a healthy diet. FOOD INSEQURITY lack of access to a sufficient amount of food because of limited funds. More than 49 million American households are considered food insecure and are vulnerable to poor health as a result. PROCCESED FOODS- any raw agricultural commodities that have been washed, cleaned, milled, cut, chopped, heated, pasteurized, blanched, cooked, canned, frozen, dried, dehydrated, mixed or packaged — anything done to them that alters their natural state.

Take off give up break down look up put out pass out work out pass away call off fall out look after take up take after carry on run out of come across bring up give away figure out make up

Hello, Spring! Wake up, Timmy! Put on your slippers and look outside. Spring is coming. Off we go! Don’t be slow. Let’s slip down the slide. The spring breeze is cool. What fell on your sleeve? It’s a spotted spider. Hey, spider. Please don’t slip away! Have a spoon of sugar.

The Story of the Statue Introduction. The Statue of Liberty is the tallest statue in the United States. It can be seen from far away. Where did such a big statue come from? A Gift from France. In 1865, a man in France wanted to help America celebrate its 100th birthday. He said France should give America a gift. The gift was the Statue of Liberty. First, the United States and France found a place to put the statue. They decided to put it on an island near New York. Building the Statue. The United States built the base for the statue. France built the statue itself. It had to look good and last a long time. The inside was made of iron. The outside was made of copper. The statue was put together, but it was too big to move in one piece. So it was taken apart again! The pieces were sent to America on a big ship. The statue was finally done in 1886. The president of the United States spoke at a big celebration. Big and Green. The Statue of Liberty now looks like a big green woman. It weighs as much as 115 cars. It is as tall as a 30-story building with the base. The statue started out the color of a new penny. Over the years, the air turned the copper green. What the Statue Means. The Statue of Liberty is a work of art. It is also a sign of friendship. It has welcomed many people who have moved to the United States. The Statue of Liberty also has special meaning. The torch in its right hand stands for freedom. The tablet in its left hand has July 4, 1776, written on it. The United States became its own country on this date. Visiting the Statue. Many people from around the world visit the Statue of Liberty each year. They come to see the statue that stands for freedom.

The story of The Resurrection of Jesus is very amazing. Resurrection: meaning Jesus rising from the dead. Jesus is alive again. Jesus proved to the people that He is the “Son of God”. Would you like to know the amazing story? Let’s read on! Jesus is Alive! After Jesus died a man named Joseph from Arimathea put Jesus in His tomb. Before Joseph left, he and some men rolled a large heavy stone in front of the tomb. Mary and Mary Magdalene made spices and oils as a sign of respect to Jesus, and went very early to the tomb on the third day to go see Jesus' body. As they were just about at the tomb the earth suddenly shook and an angel came down from heaven. He easily rolled away the stone at the entrance of the tomb and sat on top of it. The women looked at each other and rubbed their eyes, they couldn't believe what they had seen. The angel was so bright, almost as bright as lightning. His clothes were as white as snow. There had been guards watching the tomb so no one would steal Jesus' body. When they saw the angel they fell over and they couldn't move or speak because they were so afraid. Christian Living Education 2 SEIBO COLLEGE 5 Then the angel said to the women, "Do not be afraid. I know you are looking for Jesus who has died. But He isn't here; He has risen just as He said He would! Come and see for yourself, the tomb is empty." The women were confused. How could this happen? They were sure Jesus had died, and now He was alive? They looked in the tomb and the cloths Jesus was wrapped in were lying on the ground, and the tomb was empty. Then the angel spoke again, "If you want to find Jesus He's on his way to Galilee." So the women hurried away. They had been so sad that Jesus was dead and now they were so excited He was alive! They just knew they had to find Jesus, and they had to tell the disciples the good news. As they were running down the path they turned a corner, and there was Jesus. "Greetings," He said. The ladies fell at His feet and worshiped him. Then Jesus said to them, "Do not be afraid. Go and tell my disciples to come to Galilee, which is where they will see me." The disciples came to Galilee, and had heard by this time that Jesus was alive. They were sitting around talking about it, when Jesus walked into the room and said to them, "Peace be with you." The disciples immediately stopped talking. Even though they had heard Christian Living Education 2 SEIBO COLLEGE 6 He was alive, they were shocked to see Him standing there with them. Jesus said to them, "Why do you look at me like you've just seen a ghost? Why don't you believe what you're seeing? Look at the scars in my hands and feet. It is really me! Touch me and see, I am not a ghost but a real person." The disciples’ mouths were open in amazement because they still didn't know what to think. They were so full of joy, and yet it was so impossible. Jesus understood what they were thinking, so He said, "This is what I told you would happen, that everything must happen that has already been written in the Bible." Then Jesus told them, "You have seen these things that have happened, so stay in the city and soon I am going to give you what God has promised you, the Holy Spirit. Jesus had one more person to see. His name was Thomas, and he was one of the disciples that weren’t there when Jesus met with them. Thomas had also heard that Jesus was alive, but would not believe until he saw Jesus with his own eyes. A week later when Thomas finally saw Jesus, Jesus said to him, "Put your finger here; see my hands. Stop doubting and believe." But Jesus continued, "Because you have seen me, you have believed; but it is more amazing for those who don't see me, and believe anyway." Christian Living Education 2 SEIBO COLLEGE 7 Jesus is actually talking to us when He said this. If you believe in Him, without seeing Him He thinks you're very special! That is exactly what faith is, believing in God even though you can't see Him. When we become Christians Jesus automatically gives us the Holy Spirit to live inside of us. The Holy Spirit makes us know when we have done something wrong. We might feel sick to our stomach, or just get a bad feeling, that is the Holy Spirit reminding us that we are doing something wrong, or that we need to stop and say sorry and ask for forgiveness for what we've done. Do you know what we celebrate during Easter Sunday? We celebrate the rising of Jesus from the dead. We celebrate because Jesus shared His new life with us. Through His rising from the dead, we are saved. We also have new life. What do you think we should do with our new life? How can we thank Jesus for sharing His new life with us? Of course, we should do good deeds. When we say good deeds, it is anything that we do that is good. It doesn’t matter how big or small as long as it is good. It would make Jesus very happy if we stop our bad ways and change for the better

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