All Stressed Out!
By Nadia Riley and David Stewart
National Health Education Standards: # 1, #3 and #6
Georgia Q.C.C.: H.9-12.32 Analyzes stress and its effects of health and
wellness.
Goal Statement:
The student will understand good stress and bad stress, plus the cumulative effects of
stress on the adaptive energy systems.
Objective Statement:
The student will differentiate between eustress and distress and evaluate the balance
and sum total of stressors.
Anticipatory Set:
Brainstorming Activity:
The students will individually spend three minutes listing examples of stressors in their
lives.
Teach Section:
Lesson Concepts
Most people associate stress with only negative situations. Positive stress
also pulls from our finite adaptive energy systems.
Lesson Cues:
1) What is stress? What is the difference between eustress and distress?
2) Stress Responses:
a) Increased blood pressure
b) Increased heart rate
c) Decreased immune system function
3) Where does stress come from? Either daily hassles or life crises? Both?
Teacher Modeling
The teacher will model the handout "Stress scale for Youth." Remind
the students that they are to consider the last twelve months of their lives when
filling out the assessment.
Student Activity
The student will complete the Stress Scale for Youth individually. After answering the
"Stress Scale for Youth" the Students will calculate their score based on
the point values next to the stressors that were selected .Next, the students will
break up into gender buzz groups. Ask them to share their scores with each other.
QUESTIONS YOU MIGHT ASK TO FACILITATE DISCUSSION:
* Are there any common areas where you all circled?
* Are the commonalties typical for your age group?
* Is there a gender differences in stress level? Why?
Closure:
Have the students revisit the brainstorming activity from the beginning of class.
Using the activity, the students will identify the stressors on your list as either
eustressors or distressors. Have them note weather the list contained all distressors.
Most people only see the bad stress, and lose sight of how good stress can pull on the
body's limited energy.
Also, place your raw score from the "Stress Scale for Youth" in the top
left-hand comer of your sheet of paper.
Make sure your name is on the paper and put it in your folder.
Evaluation:
o Difference between eustress and distress from brainstorming list
o Raw score from Stress Scale for Youth
o Classification of stress level from Stress Scale for Youth
Ret each:
I need more "trump cards" for when my students start to check out mentally.
Getting the students out of their seat by a human scavenger hunt is one ret each method. I
would provide some students with terms and other students with definitions. Next, I would
give them a specific amount of time to search for the missing link of their paper
slips.
References/Works Cited:
• lnsel,PaulM.&WaltonT.Roth(1998).CORE CONCEPTS IN HEALTH. EIGHTH EDITION.
Mayfield Publishing
Company
• Meeks, Linda&PhillipHeit(1996).COMPREHENSIVE SCHOOL HEALTH EDUCATION:
TOTALLY AWESOME
STRATEGIES FOR TEACHING HEALTH. Second Edition. Meeks Heit Publishing
Company
Stress Scale for Youth
We have asked you to look at the last
twelve months of changes in your life. This may surprise you. It is crucial to understand,
however, that a major change in your life has effects that carry over for long periods of
time. It is like dropping a rock in a pond. After the initial splash, you will experience
ripples of stress. And these ripples may continue in your life for at least a year.
So, if you have experienced total stress within
the last twelve months of 250 or greater, even with normal stress tolerance, you may be
OVERSTRESSED. Persons with Low Stress Tolerance may be OVERSTRESSED at levels as low as
150.
OVERSTRESS will make you sick. Carrying too
heavy a stress load is like running your car engine past the red line; or leaving your
toaster stuck in the "On" position; or running a nuclear reactor past maximum
permissible power. Sooner or later, something will break, burn up, or melt down.
What breaks depends on where the weak links are
in your physical body. And this is largely an inherited characteristic.
Here are common "weak links"", and the symptoms of their
malfunctions.
Brain OVERSTRESS
Fatigue, aches and pains, crying spells, depression, anxiety attacks, sleep
disturbance.
Gastrointestinal Tract
Ulcer, cramps and diarrhea, irritable bowel.
Glandular System
Thyroid gland malfunction.
Cardiovascular
High blood pressure, heart attack, abnormal heartbeat, stroke.
Skin
Itchy skin rashes
Immune System
Decreased resistance to infections.
YOUR STRESS SCALE
In the following table you can look up representative changes in your life and see how
much stress value
each of these changes is adding to your life. NOTE ANY ITEM THAT YOU MAY HAVE EXPERIENCED
IN THE LAST TWELVE MONTHS. Then, total up your score.
Adapted from the "Social Readjustment Rating Scale" by Thomas Holmes and Richard
Rahe. This scale was la published in the "Journal of Psychosomatic Research",
Copyright 1967, vol. 11 pi 214. It is used by permission of Pergamon Press Ltd.
Stress Scale for Youth
STRESS
EVENT VALUE
1 DEATH OF SPOUSE, PARENT,
BOYFRIEND/GIRLFRIEND
100
2 DIVORCE (of yourself or your
parents) 65
3
PUBERTY
65
4 PREGNANCY (or causing
pregnancy)
65
5 MARITAL SEPARATION OR BREAKUP WITH
BOYFRIEND/GIRLFRIEND
60
6 JAIL TERM OR
PROBATION
60
7 DEATH OF OTHER FAMILY MEMBER (other than spouse, parent or
boyfriend/girlfriend) 60
8 BROKEN
ENGAGEMENT
55
9
ENGAGEMENT
50
10 SERIOUS PERSONAL INJURY OR
ILLNESS
45
11
MARRIAGE
45
12 ENTERING COLLEGE OR BEGINNING NEXT LEVEL SCHOOL (staring junior high or high
school) 45
13 CHANGE IN INDEPENDENCE OR
RESPONSIBILITY
45
14 ANY DRUG AND/OR ALCOHOLIC
USE
45
15 FIRED AT WORK OR EXPELLED FROM
SCHOOL
45
16 CHANGE IN ALCOHOL OR DRUG
USE
45
17 RECONCILIATION WITH MATE, FAMILY OR BOYFRIEND/GIRLFRIEND (getting back together)
40
18 TROUBLE AT
SCHOOL
40
19 SERIOUS HEALTH PROBLEM OF A FAMILY
MEMBER
40
20 WORKING WHILE ATTENDING
SCHOOL
35
21 WORKING MORE THAN 40 HOURS PER
WEEK
35
22 CHANGING COURSE OF
STUDY
35
23 CHANGE IN FREQUENCY OF
DATING
35
24 SEXUAL ADJUSTMENT PROBLEMS (confusion of sexual
identity)
35
25GAIN OF NEW FAMILY MEMBER (new baby born or parent
remarries)
35
26 CHANGE IN WORK
RESPONSIBILITIES
35
27 CHANGE IN FINANCIAL
STATE
30
28 DEATH OF A CLOSE FRIEND (not a family
member)
30
29 CHANGE TO A DIFFERENT KIND OF
WORK
30
30 CHANGE IN NUMBER OF ARGUMENTS WITH MATE, FAMILY OR
FRIENDS
30
31 SLEEP LESS THAN 8 HOURS PER
NIGHT
25
32 TROUBLE WITH IN-LAWS OR BOYFRIEND'S OR GIRLFRIEND'S
FAMILY
25
33 OUTSTANDING PERSONAL ACHIEVEMENT (awards, grades,
etc)
25
34 MATE OR PARENTS START OR STOP
WORKING
20
35 BEGIN OR END
SCHOOL
20
36 CHANGE IN LIVING CONDITIONS (visitors in the home, remodeling house, change in
roommates) 20
37 CHANGE IN PERSONAL HABITS (start or stop a habit like smoking or
dieting)
20
38 CHRONIC
ALLERGIES
20
39 TROUBLE WITH THE
BOSS
20
40 CHANGE IN WORK
HOURS
15
41 CHANGE IN
RESIDENCE
15
42 CHANGE TO A NEW SCHOOL (other than
graduation)
10
43 PRESENTLY IN PRE-MENSTRUAL
PERIOD
15
44 CHANGE IN RELIGIOUS
ACTIVITY
15
45 GOING IN DEBT (you or your
family)
10
46 CHANGE IN FREQUENCY OF FAMILY
GATHERINGS
10
47
VACATION
10
48 PRESENTLY IN WINTER HOLIDAY
SEASON
10
49 MINOR VIOLATION OF THE
LAW
5
TOTAL SCORE=______
An Eye for an Eye Makes the Whole World Blind
Neil Howe & Joy Ward
Date: September 1999
Grade Level: 90th Grade
General Health Area: Mental and Emotional Health
National Health Standard: #5
GQCC. Safety - H.9-12.44 - Identify threats to personal safety.
Goal Statement: The students will understand how violence affects them.
Objective Statement: The students will determine three factors that lead to the
cause of violence in their life.
Anticipatory Set: Game "Murder", students will stand in a circle facing
in with their eyes closed and their hand behind their backs. One person will walk around
the circle and place a small object in the hand of a person in the circle. Then the
choosier will say go, the choosier will not play this round, everyone else will mingle
still keeping their hands behind their back, around looking people in the eyes. The chosen
one can kill people by winking at them. When you are killed (winked at) you will count to
five in your head and then fall down dead. To stop the killing, a live person must guess
the killer. If a person guesses wrong they automatically die. If someone guesses right the
game starts over and they are the choosier.
Teach Section
Instructional Concepts: Understanding more about the causes of violence will help
the students to prevent violence in their lives.
General Knowledge Cues: 1) Discuss different causes of violence (Stress from
school, stress from relationships, drugs and alcohol, prejudice, rumors, availability of
guns, media violence) and how they affect us, 2) Give examples of violence awareness
posters and discuss what will be expectable. 3) Teacher will provide an over
head/over lay that will help the class during the discussion of violence causers. 4)
Teacher will also give statistics that the students can use on the violence awareness
posters.
Teacher modeling: The class will divide into seven groups (about three each).
Teacher will give examples of each violence cause to get the class started (Stress at
school - homework, learning disabilities).
Student Activity: One member from each group will choose a card with a violence
causer. The groups will discuss conflicts that fall under this topic and list as many as
they can (i.e. Stress from school - homework, people talk about me). Class will then talk
as a whole about each violence causer.
Closure: The groups will then make a poster for their topic using the different
conflicts they listed. Posters must include a use of at least 3 factors leading to the
cause of violence that they where assigned.
Evaluation: Posters will be evaluated on whether or not they relate to their
violence cause and include 3 factors leading to the cause (20pts.).
Re-Teach Section: If needed student will find either a book in the library on an
Internet site on violence. List five violence causes they give and what they mean
(20pts.).
Decisions, Decisions, Decision...
By Nadia Ridey
Topic: Stress-decision making
Grade: 10-12
Georgia QCC: H.9-12.35 Demonstrates characteristics of a healthy decision maker.
National Health Education Standards: # 3
Goal Statement:
Students will appreciate activity to make in order to reduce stress and promote
overall personal health.
Student Objective:
Students will analyze current personal decision making identifying themselves
with one of the three decision making models and create ways to apply each of the six
responsible decision making model tactics for future decision making.
Anticipatory Set:
Have students do a brief scavenger hunt with the lesson cue words and definitions. On
slips on paper have the 5 words and on another sheet of paper have their 5 definitions.
Fold the slips and put in a bag to shuffle them up. Have each student pull a slip from
tale bag and after each person has a slip give them 4 minutes to try to find the match to
their word or definition among their classmates. Make sure that they have matched them
correctly and then in front of the class have each pair read the word and partner read the
definition aloud to the class.
Teach Section
Instructional Techniques:
Students are aware that decision making is important, what they fail to realize is
that the process through make decisions as well as the result of the decision impacts
their bodies health. Youth are in daily need in processes to make better decisions. This
lesson is to help them learn that there are healthier ways to make decisions especially by
using the decision making model.
Lesson Cues:
1. Inactive Decision Making: A decision
making style in which a person fails to make a choice.
2. Proactive Decision Making: A decision making
style in which a person examines the decision
to be made, identifies
and evaluates action that can be taken, selects action and assumes
responsibility f6r
consequences.
3. Reactive Decision Making: A decision making
style in which a person allows others to make
decisions for
them.
4. Decision Making Model: a series pf steps to
follow to make sure the decision the person
makes leads to actions
like:
a. Promote health
b. Promote safety
c. Protect laws
d. Show respect to self and others
e. Follow guidelines set by responsible adults
f. Demonstrates good character
5. Empowered: to be inspired because of the
belief that a person has some control over the
direction of his/her
life.
6. Life Skills: Promote health literacy,
maintain and improve health, prevent disease, and reduce
health related risk
behaviors.
7. Delayed Gratification: Allowing oneself to
sacrifice the present so that a benefit will be
achieved in the
future.
Teacher Modeling:
The teacher will pass out worksheet with debate criteria and will give example by
selecting one decision making style, stand in front of the class and briefly cover the
first two questions but in the manner in which she/he would like the students to answer
the questions stated in a persuasive tone. She will remind them to have each group member
participate and also state that during the debate the more group members that speak
the more persuasive they look. Teacher will also remind students that they are FOR the
decision style that they were given for this activity, despite their actual opinion.
Student Activity:
Have students in groups of 3, have one person per group pull from a bag that has the
three decision-making styles on folded slips of paper. After each group has selected, give
them the handout that has the directions and question for the activity. Have them generate
support for an informal debate. give them 12 minutes to organizes points. Have them work
together within this time to develop a strong support FOR the decision style that they
chose. each group is tying to prove why their decision style is the best. Within their
debate strategies they must discuss the following points/answer the questions to support
their opinions.
1. What is your decision-making style/what word best describes it?
2. How does it work in the best interest of a person?
3. How does it make you more responsible and promote overall health?
4. It follows the decision making model because it applies which of the 6 actions
5. When have you or someone you know used this decision making style?
Closure: Students will write on a sheet of paper about a past situation in which
they made a stressful decision. Based on the 3 types of decision making styles we
learned today, which one did they categorize themselves as using and why do they think
they chose this style.
Evaluation:
The papers will be collected from students they will be checked to see if. 1. papers
were completed 2. which style did they use in the past3. why they feel they used that
style4. Did they select a stressful situation from the past? If all elements are present
then full credit of 10 points will be issued for all missing parts one point will be
deducted.
Reteach:
For this lesson I feel that the class atmosphere was pretty down and they did not seem
excited about the material so, to make the debate more lively I would have the students
work individually instead of paired and for each decision style have one student for it
and the other student against the style and had any remaining students with out a side as
a few questions to back up their argument. This would create a different setting and
possibly create more interaction as well as excitement for the activity.
Resources:
*Insel, Paul M. & Walton T. Roth (1998). Core Concepts In Health: Eighth
Edition
Inactive Decision Making
A decision making style in which a person fails to make choices, and this failure
determines what will occur.
Reactive Decision Making
A decision making style in which a person allows others to make decisions for
him/her.
Proactive Decision Making
A decision making style in which a person examines the decision to be made, identifies and
evaluates action that can be taken, selects an action and assumes responsibilities
for consequences.
Delayed Gratification
Allowing oneself to sacrifice the present so that a benefit will be achieved in the
future.
Life Skills
Promote health literacy, maintain and improve health, prevent disease, and reduce health
related risk behaviors.
Empowered
To be inspired because of the belief that a person has some control over the
direction of his/her life.
THE GREAT DEBATE
Directions:
Within your group you must all discuss the decision making style you selected and find
reasons to support why your group feels that it is the best style to have. Your support
must be a mixture of opinion and issues related to stress promotion or reduction issues.
Your group must also answer (in a creative way) all of the 5 questions below within your
debate argument. Try to be as persuasive as possible. Each group member must do
something!
Topic: The-3 Decision Making Styles
Question to be discussed: Which One is the Best!
Side Taken in Debate: You are FOR your style.
Questions/points to be covered within your argument as follows:
1. What is your decision making style, what word best describes it?
2. How does it work in the best interest of a person?
3. How does it make you more responsible and promote overall health?
4. It follows the decision making model because it follows which of the 6 actions.
5. When have you or someone you know used this decision making style. HINT ***** The more
each member talks to support your side the more strong your argument
looks!!!! GOOD LUCK
Don't Mope, Just Cope!
Mental and Emotional Health
Grades 11-12
National Health Education Standard: #3, #5
Georgia QCC.- 9-12.33 Develops and practices effective coping "is for managing
stress to prevent self-destructive behaviors.
Goal Statement: The student will become aware of strategies for dealing with
stress.
Objective statement: The student will select five coping strategies he/she plans to
employ to manage stress.
Anticipatory Set: Students will divide into male and female groups. Each
group will be provided with a poster board and marker. They will have five to ten minutes
to brainstorm with their peer things they have learned about how to cope with stress.
When the groups are finished, the completed fists will be posted on the bow, The class
will have a discussion commenting on positive strategies as well as strategies that can be
improved upon.
Teach Section
Instructional Concept:
People who manage stress effectively are healthier W have more Owe to enjoy life and
accomplish goals.
General Knowledge Cues:
1) Social Support-better able to withstand stress, live longer, can count on others
for emotional
support in tough times
2) Communication-learn to listen to others and express needs non-aggressively, learn to
say "no"
and be assertive
3) Exercise-decrease anxiety and blood pressure, react milder to physical stress
4) Nutrition-gives energy to draw on when experiencing stress, Avoid caffeine
5) Sleep deprivation-lack of steep can be a cause and effect of excess stress, mental and
physical
processes decrease, headaches, irritability
6) Adequate sleep-improves mood, improves self worth, alertness
7) Time management-set priorities, set realistic goals, budget time
Teacher Modeling:
The teacher will ask the students to divide into male and female groups. The teacher
will give each group a poster board and a marker. He/she will tell the groups to list
their top ten coping strategies. The teacher will walk around the room and keep students
on task and facilitate learning.
Student Activity
The class will be divided into groups of two or three, Each group is going to develop
a poem or rap that has at least five stress management skills. The groups will have 5-10
minutes to write the poem or rap. Each group will come up in front of the class and read
its rap or poem. The class will review the grow management skills in each poem.
Closure:
The teacher will collect the daily log. He/she will then pass out the stress
management handout and give out instructions.
Evaluation:
The student will be given an interactive handout. The student will be required to
identify five coping strategies that he/she intends to use to deal with upcoming stressful
situations or to alleviate stress.
Reteach:
If I were to teach this lesson again, I would have the students break up into groups to
discuss positive and negative stress management techniques they have used in the past. I
would have students share specific stressful situations to the class and tell tire class
how they managed the problem.
Don't Waste a drop!
By Nadia Riley
Topic: Environmental Health: Water conservation
Grade: 10-12
Georgia Q.C.C. H 9-12.
National Health Education Standards: # I and #7
Goal Statement:
Students will understand the importance of water conservation within their daily
lives.
Objective Statement:
Students will identify the 8 ways that water is often wasted and will advocate 2 ways
to conserve water.
Anticipatory Set:
Teacher will instruct the students to go outside and to form a circle. Teacher
will hand out plastic cups to each student. Teacher will explain that she will pour water
in the cup of the student at the starting point of the circle and he/she will have to
transfer the water the person next to him and so on around the circle. The activity will
have a stopwatch keeping time of the process and the stop clock will begin when the first
person hears the teacher yell go. The stopwatch will end only when the water has
completely been poured into the "starting point" student's cup. They will have
three times to do this each time the amount returned will be measured to see how much
water was wasted. The objective of this activity is to have the water transferred to each
student without spilling/wasting the water. Teacher wants to also use this activity to get
students in the mind set for group work due to the student activity.
RULES: 1. The water must enter and exit the cup of each student in the group. 2. The clock
will only-stop when the "starting point" students (that you selected) cup.3.
They may use any formation to promote a faster safer transportation of the water (let the
students know that on the second trial) seats and-the answers/responses will be
shared at random by the students.
Closure:
Based on the information that the students learned today dealing with the amount of
water wasted, students will be asked to describe a plan that they can use in their
household that would help their family conserve water. The students must be specific and
this plan must be about any 2 of the 8 issues that we focused on in class. They will have
the question listed on the second page of the handout and the space is provided for them
to write a response below the question for the closure.
Evaluation:
Teacher will collect the papers at the end of class and they will be checked to make
sure: L the assignment was completed 2.the answers were appropriate 3.the closure question
was a plan they could implement at home using 2 of the 8 issues that we covered in class.
If all components are there a grade will be given and 10 will be the total points
possible. One point will be deducted for each component missing.
RE-TEACH:
For this activity I could have organized the activity better and gave the
students a set time per station so that they had enough time at each station. I also could
have placed the stations closer together so they had a shorter distance to walk. I could
have explained how washing your clothes add to pollution before the activity or reworded
the question better.
Teach Section
Lesson Concepts:
In many situations, we daily waste water in the things that we do not realizing that:
water is a precious natural source and unless we begin to practice ways of conservation
we will begin to quickly lose the abundance of this natural source.
Lesson Cues:
> Conservation:
> Natural resource:
> Advocacy: showing you feel strongly about the actions that are healthy and
encourage others to make healthy choices.
Teacher Modeling:
Teacher will hand out the worksheets letting the students circulate them and help to
explain a brief transparency identifying the 8 ways water is wasted. Teacher will then go
over each section of the handout and explain what is expected and where to write the
responses. Teacher will explain and identify the 5 workstations. Teacher will show them
ahead of time to contents at each station. Teacher will also give a walk through
demonstration of the first question on the worksheet. Teacher will place students in 5
groups of 4 students. Teacher will verbally tell them the time they have to work.
Student Activity:
The class will be divided in 5 groups containing 4 students and a worksheet will be
given for them to place their answers. There will be 5 different stations each, will have
two 5 by 8 index cards. Card one will have a PROBLEM that is an issue in hindering water
conservation. The "PROBLEM CARD" will have three question listed below to
help students use critical thinking to solve it. The second card "CRITICAL
THINKING" card will have one question that is challenging and that they will have to
do their best in answering it. The students must visit each of the 5 stations and
answer the questions, working together in a group to overcome the "problem".
Each person will be responsible for writing down a response for each question for his or
her daily grade. When teacher tells them that the stations are closed, students must
return to their answers.
Don't Waste A Drop!
Team Name::
Environmental Health: Water
Problem #1 Washing Clothes
A.
B.
C.
Problem #2 Using The Dish Washer Machine
D.
E.
F.
Problem#3 Leaky Faucet
G
H
I
Problem #4 Watering the Lawn
J
K
L
Problem #5
M
N
Critical Thinking Problems
1
2
3
4
5
Closure Activity
Question: Based on the information you learned today dealing with the amount of water the
we waste, describe a plan that, you can use in your household that would help your family
conserve water (be very specific.). This plan must touch on at least two the 8 issues that
we focused on in class.
Genes or Jeans?
By Taycha Robles and Kris Dobbs
Personal Health
Ninth-Twelfth grade
National Health Standards: #1 and 3
Georgia Q,C.C.- H.9-12.21 Evaluates how one's genetics and health choices contribute
to disease (heredity, inactivity, diet stress, environment, infection, and degenerative
processes) and proposes strategies to reduce risk.
Goal Statement:
The student will be aware of how non-voluntary risk factors/heredity may play a role
in non-communicable disease development.
Objective Statement:
The student will establish and assess any familial diseases, for which they may be at
risk, by constructing a family health tree following the seven criteria.
Anticipatory Set:
In the beginning of class, the teacher will hand out a 'brain tease' to test the
knowledge of the students on non-voluntary risk factors/heredity. The purpose of the
"brain tease" is to stimulate the students' thinking. The quiz will be followed
by a discussion about the questions and the answers to the questions. The quiz will not be
for a final grade.
Teach Section
instructional concept:
Only a small percentage of non-communicable diseases may be inherited.
General Knowledge Cues:
1 .A person can have a genetic predisposition for a disease, for example, but will not
actually develop the disease itself unless certain lifestyle factors are present, such as
stress or poor diet.
2. Non-voluntary risk factors
-Gender- Men and women have different life
expectancies, different reproductive concerns,
and different incidences of many
diseases, including heart disease, cancer, stroke,
osteoporosis, etc...
-Age- Men are more likely to develop heart
disease in middle age. Women tend to live longer
than men do. Life expectancy for
women is about 6 years longer than for men.
-Heredity/Ethnicity- Some genetic diseases are
concentrated in certain gene pools, the result of
each ethnic group's relatively
distinct history. Ex. Sickle-cell disease occurs almost exclusively
among people of Easter African
ancestry,
-African Americans
-Latinos
-Asian and Pacific Islander Americans
-Native Americans
Teacher Modeling:
The teacher will model the task that they are to do in class and at home.
Overheads/overlays will be used as an aid in modeling the assignments. During the task in
class, the teacher will facilitate by walking to each group, making sure they are on task,
that they are following correctly, and helping them through any difficulties they may be
having.
First: The students will be placed into four groups. The teacher will be holding
four cards with an ethnic name on them (African American, Latinos, Asian and Pacific
Islander Americans, and Native Americans). One student from each group will come up and
receive a card. Each group is responsible for that ethnic group. They will work together
to find what diseases are the most common for those ethnic groups. They may use their
books, articles provided, the library, or all use the computer lab.
Second: After the information is retrieved, they will synthesize their information
and assemble a presentation and present it to the class. They must all have a part, even
if it is a small one.
Student Activity:
First: Each member within the group will work together to find the most common
non-communicable diseases for their assigned ethnic group.
Second: Each group will assemble a small presentation and present it to the
class.
Closure:
The student will assess his/her own heredity risk factors by tracing family
history.
Evaluation:
The evaluation will be taken from the product of the closure.
The student will construct a family health tree. The purpose of this is to help
establish and assess any familial diseases for which the student may be at risk. The
student should try to establish any patterns for various types of 'ethnic' diseases or
diseases such as various types of cancers, heart disease, diabetes, addictions, etc... The
student can get information by interviewing parents and close relatives. Once the
student's information is as complete as they could get it, they should look for similar
diseases (such as cancers or hear disease) among their parents and brothers and sisters
(their primary relatives); then among their grandparents and aunts and uncles (their
secondary relatives); then among their great-grandparents and their cousins (their
tertiary relatives). If similar diseases exist in their primary and secondary relatives
particularly, that may be a warning sign.
In each area, include 1) name, 2) ethnicity, 3) date of birth, 4) age at death, 5) cause
of death, 6) incidence and type of disease, and 7) age of diagnosis of disease. Of course,
not all this information may be available to the students. They should complete it as
much as possible. A model and example of how to structure the tree and what it should look
like will be given.
Reteach:
The student will be given an individual assignment. The student "I analyze an
article, and write a summary, on non-voluntary risk factors and their non-communicable
disease connection. An array of articles will be pre-selected for them to choose
from.
References:
Heit P., Meeks, L., Page, R. (I 996). Comprehensive School Health Education: Totally
Awesome Strategies for Teaching Health. 2d Ed. Ohio: Meeks Heit Publishing Company,
Inc.
Insel, M.P., Roth, T. k-. (.1998). Core Concepts in Health. 8th Ed. California: Mayfield .
Publishing Company.
Knight, S.M., Williams, B.K. (1994). Healthy for Life: Wellness and the Art of Living,
Pacific Grove, California: Brooks/Cole Publishing Company.
Healthy for Life
By Kris Dobbs and Taycha Robles
Personal Health
Ninth - Twelfth Grade
National Health Education Standards: #1
GeorgiaQ.C.C.- H.9-12.20 analyzes the causes, treatments, and prevention methods for
cancers affecting body tissues or organs.
H.9-12.21 Evaluates how one's genetics and health choices contribute
to disease (heredity, inactivity, diet, stress, environment, infection, and
degenerative processes) and proposes strategies to reduce risk.
Goal Statement:
The student will be aware of prevention and early intervention of Cardiovascular
Health, Cancer, Diabetes, and understand the influence risk factors have on these early
interventions.
Objective Statement:
The student will assess his or her personal risk for one assigned non-communicable
disease and will propose, using three criteria (genetics, behavior, and signs and
symptoms), at least one strategy for reducing that risk
Anticipatory Set:
In the beginning of the set, the teacher will have "Communicable vs.
Non-communicable disease" written on the board in two separate columns. The students
will be instructed to come up to the board, two at a time, and write an example of a
communicable disease and a non- communicable disease. At the end of the set, a question
Will be asked to the class about the difference between the two categories and another
question asking what is similar between the two.
Ex. Similarity- They are both affected by personal behaviors chosen.
Difference- Communicable is infectious and non-communicable
is non-infectious.
Teach Section
Instructional Concept:
Non-communicable diseases may be prevented and treated by early recognition of the
risk factors by accepting self-responsibility.
General Knowledge Cues:
1. Knowledge of communicable vs. non-communicable diseases
2. May be treated if recognized early.
3. What a risk factor is/means.
4. Four non-communicable diseases: Why are they important?
a. Cardiovascular Disease (CVD)- Many CVD's are
the result of life-style choices and health
habits formed early in
life. It is the leading cause of death among adults in the United States.
b. Cancer- Cancer is the second leading cause
of death among adults in the United States.
Early intervention
helps in prevention.
c. Diabetes- Affects one person in 20. American
Indians, African Americans, and Hispanics
are at greater risk for
type 11 diabetes than are members of other ethnic groups. Juvenile
Diabetes is insulin
dependent. If gene is passed, it may be aggravated by stress and
excessive weight.
d. Arthritis- It can affect people of any
age.
5. One-has the responsibility to know behaviors that are healthy, signs and symptoms, and
whether
one is at risk or not
Teacher Modeling:
The teacher will model through demonstration and instruct each task. During the
task(s), the teacher will facilitate by walking to each group, making sure they are on
task, and answering any questions they may have about the task.
First: The students will be placed into three groups. The teacher will be holding
three note cards with a disease name on each one (CVD, cancer, and diabetes). One member
from each group will select a card- That will be their disease. Next, another member from
each group will
receive a set of four cards with the criteria (prevention, treatment, risk factors, and
signs and symptoms). The group member will distribute each card to a group member.
Second: One member will be the recorder (preferably one who has not had a 'job'
yet) and one will facilitate the discussion. The situation/description will describe their
disease using the criteria, but will not identify the disease. Once finished, the groups
will swap their situations to the left and the receiving group will have to assess and
identify the disease described in the situation. (5min). [Option: The groups may swap
situations again to allow all groups to have identified all of the diseases].
Student Activity:
First: Each member within each group will research their criteria using the book.
(10min.)
Second: The groups will write a description about a character their age including all four
of their disease criteria. (5min)
Closure:
The student will take the disease that their group got and from what they know about
their family history (genetic) and behavioral risk factors, they will assess their risk
for that disease. . -Summary: Most important statement: The behavior factor is the key in
both communicable and non-communicable diseases.
Evaluation:
The evaluation will be taken from the product of the closure. The student will
identify and list: (1) Any member of their family (who and what type) that has or had the
assigned disease (if the student was unable to find that information, he/she should
state it on their paper "unable to find"); (2) Personal behavioral risk factors-
(3) signs and symptoms of the disease. in conclusion, the student will state what
he/she is willing to do to reduce their risk. A model will be given/shown.
Reteach:
The teacher "I assign an individual research piece, which follows the objectives
of the lesson, to the individual student(s) having difficulty in that area.
References:
Heit P., L., Page, R. (I 996). Comprehensive School Health Education: Totally Awesome
Strategies for Teaching Health. 2nd Ed. Ohio: Meeks Heit Publishing Company.
If You Don't Say no to Jail You Could Go
By Kelly Dwyer and Amanda Corley
Personal Health
High School
National Health Education Standards: #3
Georgia Q.C.C: H.9-12. 1, H.9-12.2 Determines how adolescent use of alcohol and other
drugs contributes to accidents, crime, and suicide. Recalls the leading causes of teen
morbidity and mortality and formulates methods of prevention of each.
Goal Statement: The student will understand the laws and consequences of the
use of alcohol and other drugs.
Objective Statement: The student will relate Georgia drug and alcohol use
laws to three consequences for adolescent use
Anticipatory Set: The child will receive a 3x5 card with either a drug or alcohol
related word or a definition of a word on it. The children in the class will then
have 2 minutes to walk around the room and match the cards. Once they have found their
match, they will stand by the person with the matching card. They will then read the word
and definition to the class.
Teach Section
Instructional Concept: Reaching optimal health means making healthy choices. A
person needs to be aware of the Health risks that arise from drug or alcohol usage.
General Knowledge Cues:
1. Summary of Georgia laws and consequences of drug and alcohol usage.
a. Dui laws and consequences
b. Alcohol and drug usage other than while driving
c. Crystal Meth Special K, ecstacy
2. To be able to understand how statistical information dealing with teens and
alcohol and drugs
could have a direct impact on them.
3. In order for the student to be able to understand effects of alcohol and drugs, they
must be
familiar with term discussed in the anticipatory set.
Teacher Modeling: The teacher will divide the children into four
groups of three. The teacher will then tell the children to think of a situation
where a child was in trouble with alcohol or drugs. This could be something such as a
friend was drunk and you got in the car with him/her or you were using marijuana and
got caught by the police. The story must use specific types of drugs or alcohol. After the
groups have completed the situation, all the groups will exchange papers. The groups
will then use the knowledge given about laws and consequences, statistics, and definitions
to write down the consequences and what could have been done to stop this before it
happened.
Student Activity: The students will get in to the groups specified by the
teacher and begin to discuss and write up a situation involving teens and drugs or
alcohol, in the "real world". When they are finished, they will let teacher
know. When all the groups have completed the situation, they will exchange the
written situations with another group. The groups will then discuss the laws and
consequences according to the situation and write down what would happen to that
individual if caught by the authorities. They will then present this information to the
class using a spokesperson.
Closure: Using the statistical information given on alcohol and drugs, the
student will write a letter to a friend or family member they know who are using
alcohol or drugs or involved in any illegal acts with alcohol or drugs. In the letter they
will explain what will happen to them legally if they do not stop. If students do not know
anyone meeting this criteria, they will create a situation and pretend.
Evaluation: The evaluation will be taken from the product of the closure.
Criteria:
a. student must present at least one legal problem in letter
b. student must give at least one consequence of law broken
Ret each: The student will look up and record all laws and consequences
pertaining to teens concerning alcohol and drug usage. Student will write a story dealing
with these laws and consequences.
References:
Heit, P. , Meeks, L. (1992). Comprehensive School Health Education: Totally Awesome Strategies
for Teaching Health. Ohio: Meeks Heit Publishing Company, Inc.
Heit, P., Meeks, L. Page, R. (1996). Comprehensive School Health Education: Totally
Awesome Strategies for Teaching Health. 2nd Ed. Ohio: Meeks Heit Publishing Company,
Inc.
Recognize, Respond and Relax
By David Stewart and Nadia Riley
National Health Education Standards: #1, #3 and #6
Georgia Q.C.C.: H.9 -12.33 Develops and practices effective coping skills for managing
stress to prevent self-destructive behaviors.
Goal Statement:
The student will understand the relaxation response as a method of stress management
and its relationship to "fight or flight" syndrome.
Objective Statement:
The student will contrast 4 relaxation techniques and combine 2 techniques to create a
relaxation plan.
Anticipatory Set:
The teacher will play a pre-made tape of various types of music. The tape consists of
short portions of different genres of music. The students will discuss what emotions or
feelings that each song evokes in them.
Ask the students:
1. How does this make you feel?
2. What imagery does the song evoke?
3. What do you listen to when you are relaxing? Getting pumped up? Feeling sad?
Teach Section
Lesson Concepts:
We have already talked about how to recognize the physical symptoms of stress.
Depending on your location, distractions and resources available, you can use a relaxation
technique to counteract the stress response.
Lesson Cues:
• Relaxation Response is the opposite of the fight or flight syndrome.
• Music Therapy can be used to alter your mood. Example: excite/relax
• Visualization - Imagery can be used to rehearse for an upcoming event. By
pre-experiencing an
event in your mind, you can practice coping skills with any difficulties that
may come up. "Psych
yourself up"
• Deep Breathing - breathing pattern is closely related to your stress level. Primary
goal is to change
from chest breathing to diaphragmatic breathing.
Progressive Relaxation - Requires no imagination, will power or self-suggestion. Simply
tense and release muscles in your body group by group.
Teacher Modeling:
1 . The teacher will model and lead the class through limited progressive relaxation
exercises.
2 . Next, the teacher will instruct the students to get comfortable on the floor. The
teacher will guide
the students through an imagery activity while soft music plans
in the background
3. The teacher will play a guided deep breathing cassette for the remainder of the
student activity
time.
Student Activity :
The students will perform 3-4 progressive relaxation
exercises. Start with tensing the face and work down. *Note: This is very tiring so
let the students only do enough so that you feel they grasp the feeling of the technique
(5 min).
The students will lie on the floor or sit in a comfortable
position in their desks. With soft music playing in the background, the teacher will guide
them through a visualization activity (5-7min).
The students will remain in their position while the
teacher plays the Deep Breathing cassette tape. The students follow the direction of the
narrator. *Note :The sequence of the activity is important. We are to move the
students through deeper and deeper of level of relaxation.
Closure:
Individually, the students combine two relaxation techniques to come up with their own
plan of relaxation. It will include two techniques, where they will practice the
plan, and the why you chose the methods (Think back to the pros and cons of each technique
from the lesson cues).
Evaluation:
The grade from this lesson is composed from the relaxation plan in the closure. The
grade is based on the two techniques of relaxation, why they chose them and where/how long
they would practice them.
Ret each:
Next time I will have the students participate in a behavior contract with the help of
a buddy. The evaluation of the lesson would consist of a log kept by the student. To
receive full credit the student must have the buddy sign off on the log attesting that the
plan was being followed outside of class (parents could sign too).
References/Works Cited:
Sound of music
By David Munoz and Marcus Jackson
Stress
National Health Education Standard: #3, #4
Grade Level: 9-12
Georgia QCC: 2.33 Develops and practices effective coping skills for managing stress
to prevent self-destructive
behaviors (e.g., suicide).
Goal Statement: The student will appreciate music as a resource for managing
stress.
Objective Statement: The student will predict the effect music will have on
the three types of stressors (e.g. emotional, physiological, and social).
Anticipatory Set : The teacher will play 3 different types of music then ask
the students what particular type of music relaxes them more and also the following
questions:
1. What is it about this particular type of music that relaxes you?
2. How does the song make you feel?
3. Do you use imagery or daydreaming?
Teach Section
Instructional Concept: You can manage stress by many different alternative avenues;
by listening to music; by singing a song; or by playing a video game; etc.
General Knowledge Cues:
1. Sounds- can be a stressor, but it can also be music to the ear!
2. Music- can be instrumental to the mind, body, and soul.
3. Choice- finds a song to vent too.
Teacher Modeling:
The teacher will model through administration and instruction of the task. During
the task the instructor will facilitate by walking to make sure students are on
task.
Student Activity:
Have students listen to a particular type of music. During the song and
immediately after the song have the students draw on a piece of paper what relaxation
sensations come to them. (Use color pencils to show an expression of feelings)
Closure Activity:
Students could be asked the following questions to answer after the song have been
played:
1. What do you think the artist was feeling when he or she wrote the song?
2. What do you think the artist was singing about? Are there any underlying meanings you
perceive.
3. How do you feel after listening to the song? More relaxed? Less relaxed?
4. What effects did the music have on your stressors (e.g. emotional, physiological, and
social)
Evaluation:
Once the songs have all been heard, ask the students to vote on each song for the
following questions:
1. Who liked the song as means for relaxation?
2. Who listen to these type songs on your own as ways to relax?
Ret each: Students who did not agree with the majority of the class must
justify their perspectives.
Team Building
Joy Ward
Date: September 1999
Grade Level: 9th Grade
General Health Area: Mental and Emotional Health
National Health Standard: #5
GQCC: Safety ~ H.9-12.35 - Demonstrates characteristics of a healthy
decision-maker.
Mental Health
~ H.9-12.34 - Demonstrates effective communication skills.
Goal Statement: The students will understand the importance of knowing
good communication skills in a stressful situation.
Objective Statement: The students will solve all three situations given to
them using the skills they have been taught though out the week.
Anticipatory Set: Birthday Line up - students will be asked to line up in
order of their birthdays, month and day, without TALKING! They will be given 3 minutes.
There will be a boy's line and a girl's line. This will use their non-verbal
communication.
Teach Section
Instructional Concepts: The students will be put into situations that will
cause them to use the skills gained thought this section. In order to complete the tasks
given they will have to communicate and watch out for each other's safety.
General Knowledge Cues: 1) Teacher will give the instructions, and may
repeat the instructions, but may not give hints to the solution. 2) Teacher will
facilitate the activities and make sure students follow the guide lines and are safe. 3)
If one or two students are giving all of the input, the teacher may silence them and not
allow them to talk so that others have a chance to lead.
Teacher Modeling: Split the class into two even groups.
Circle to Circle - Ask the group to form a circle with their hands joined. Place a
hula- hoop between two people in the circle so that their hands are connected though it.
The teacher will time the students on how long it takes to get the hoop around the circle
without letting go of hands (if this happens start over). After they have done it once,
ask them to set a goal time to be achieved, about one second for each person give or take
3 seconds is a good place. Let the kids set the goal. Encourage them to try new ways to
get their task done. As the teacher you must not give away any clues unless absolutely
necessary, try to find the people who are not talking much and ask them what they
think.
Alligator Boards - Divide the class into two groups (maybe three). About 7 2 x 8
boards of different lengths are needed for this activity. Group must get from point A to
point B using the different size boards. First line the group up in a straight line one
behind the other like a train, not squashed up but very close. Then place different size
boards next to the straight line of people. This will help you determine how many boards
to give them. Give them enough boards to equal the length of the un-squashed line. The
Scenario is, the group is stranded on an island but fortunately some one found some magic
boards that will float on water if they are not thrown or drug across the
water (ground). These boards must be gently placed on the water (ground) in such a
way that the whole group can leave the island at the same time, to make it to the other
island. No body part can touch the water (ground). I f that happens or a board is drug or
dropped start over from point A, and remove all previously positioned boards. The last
board must touch "land" in order to get off. Teacher should stop activity that
looks to dangerous and look out for drops drags and touches, also stop arguments and
redirect back to task. Students may have to piggyback to do task.
*Teachers watch your time on both activities it is easy to loss track.
Student Activity: Students will do the circle to circle activity, and talk
briefly afterwards about the kind of things they had to do. Then the students will do the
Alligator boards activity, and debrief afterwards.
Closure: Students will be asked to write a page about what they thought
about the activity and what they learned, about others or themselves.
Evaluation: If paper is turned in the next day and on topic of teambuilding
they get the full 20pts. For everyday it is late there will be 4 points taken off. If they
chose not to participate, including if they are being disrespectful or distracting the
group from the goal and have to be sat out, the highest grade on their paper will be a
16/20.
Re-Teach Section: Everyone learns something from this experience. Students
that are absent that day will have their grades figured at a lower level of points. (If
the student is there every day for 4 days possible 80pts. If they miss 1 day highest
possible points is 60 for the week and so on.
The
Heart of Reading Labels
Laura Linkous
National Health Standard: #2
Science Standard F: Personal and Community Health. Nutritional balance includes
selecting healthy foods and eating patterns. Nutritional choices directly affect growth
and development.
QCC:
#39, #40, #41
Goal Statement: Students will understand how to read food labels and make
educated decisions about choosing proper nutrient rich foods.
Objective Statement:
Students will propose five reasons for reading food labels.
Anticipatory Set:
“Name That Food Game”. Three brown bags will be sitting on the teacher’s
desk. The teacher will pass out a list of three food ingredients. Students will pretend
they are on a deserted island and they have to choose, from the handout, which food they
would like to eat. Once everyone has decided, a student will come up to the front and
reveal what type of food is in each bag that they chose to eat.
Teach Section:
Lesson Concepts-In your lifetime you’ll spend about 6 years eating, eat
70,000 meals and 60 tons of food. Make wise food choices.
Lesson Cues-
·
Introduce important terms: nutrition,
nutrients, 6 classes of nutrients, diet and kilocalorie, (1 calorie)
·
Definitions and energy of each:
carbohydrate, fat, protein
·
Recommended daily intake for carbohydrates,
fat, and protein (handout)
·
How to read food labels using,
“Nutrition Facts Panel on Food Labels Handout”
·
Five reasons for reading food labels:
1.
Serving size
2.
Fat content
3.
Calories and Calories from fat
4.
Protein
5.
Carbohydrates (sugar)
Teacher
Modeling-
1.
Students will be divided into 3 or 4 groups
2.
Each group will be given several food labels. Students will compare calories,
calories from fat, serving size, nutrients and protein. The class will discuss
comparisons.
Student Activity:
By using real food labels in comparison, students will recognize the nutritional content
difference between a healthy choice of food and a poor choice.
Closure: Students will create a rap song, poem or
story including the 5 reasons why we should read food labels.
Evaluation: The rap song, poem or story will be
turned in before class is over and graded for 10 out of 10 points. Each of the five
reasons for reading food labels needs to be included in the song, poem, or story. Each
reason will receive 2 points.
Reteach: Show video on how to read food labels.
Have students collect all the food labels of everything they eat for one day. Upon
bringing in the labels, students will get with a partner and trade their food labels. Each
student will evaluate the other’s nutrient intake, compare results to the percent
daily value and make suggestions on how to improve their food choices.
Resources
Insel, P.M. (2002). Core Concepts in Health.
(pp.319). Boston, MA: McGraw Hill Companies.
Meeks,L., Heit,P., Page,R. (1996). Comprehensive
School Health Education. (pp.657-660). Blacklick, OH: Meeks Heit Publishing
Company.
http://www.cfsan.fda.gov/~dms/foodlab.html
http://www.vegsource.com/attwood/cardio.htm
Which Way Do I Go?
By David Stewart
National Health Education Standards: #1, #3
Georgia O.C.C.:
H.9-12.4 Compares how alcohol, tobacco and other drug use and nonuse impacts personal
goals, educational opportunities and occupational choices.
Goal Statement: The student will understand how staying goal oriented can
help prevent making high-risk choices.
Objective Statement: The student will formulate a goal using 5 goal-setting
steps and determine how high risk choice , like drug use, can keep them from reaching
their goal.
Anticipatory Set:
Have the students stand in rows. They will perform jumping jacks for one
minute.
Next, have them perform jumping jacks breathing through a straw. After the activity,
discuss how tobacco can prohibit physical activity.
Teach Section
Lesson Concepts:
More often than not, we all make decisions without considering how they might
affect our lives down the road. Focusing on goals in our lives can keep us from making
high-risk decisions about using drugs.
Lesson Cues:
Provide the handout "Look at the Facts"
Facts about tobacco:
• Tobacco products are expensive
• Can cause yellow teeth, bad breath and wrinkles in a very short time.
• 90-95% of lung cancer victims are smokers
• Smoking makes it harder to do physical activity
• Smokers tend to be nervous and have unsteady hands.
Other info on the sheet is a review from previous lessons (alcohol and marijuana).
Steps to Goal Setting:
1. Set specific goal.
2. Generate at least three options to meet the goal.
3. Establish a plan.
4. How will you reward yourself?
5. How will you record your progress?
Teacher Modeling:
The teacher will model the instructions for the "Consider the Facts"
handout.
Have them take the best supporting fact from the answer sheet and mark the letter on the
scenarios on the handout.
Next the student will draw him/herself achieving a goal. Use the markers, crayons and
construction paper provided. Sketch an example on the board to give them an idea of the
importance of specificity of the goal.
Student Activity:
At their desk, the students will read
the choice scenarios on the handout. Then they will find the best supporting fact for the
scenario from the answer sheet.
Review some of the stories that are relevant to
the students. Have them share how they can relate.
The student will draw him/herself achieving a
specific goal. Tell them that the more specific that they are, the more likely they are to
achieve it. They can use pictures and words to show their personal goal.
Closure:
Reflection Activity:
Take a few minutes and write your own scenario like the ones we read during the
student activity. Also use some of the facts from the answer sheet as examples of how
tobacco, alcohol or marijuana would interfere with you achieving your goal.
Evaluation:
The evaluation from the lesson is from the goal drawing from the activity and the
written scenario from the closure. Look for a high degree of specificity in the goal
statement. Make sure they use one fact from the answer sheet to support their choice not
to use drugs.
Ret each:
Another strategy I might use would be a carousel activity. I would have the
students write their own scenarios like the ones I provided for them. Other groups would
come up with facts to choose not to use drugs. I might include some time for goal setting before
I have them draw goals. The sequence needs to be tweaked.
References/Works Cited:
lnsel, Paul M.&WaltanT.Roth(1998).CORE CONCEPTS IN HEALTH.. EIGHTH EDITION.
Mayfield Publishing Company
Meeks, Linda & Phillip Heit(1996).COMPREHENSIVESCHOOL HEALTH EDUCATION: TOTALLY
AWESOME STRATEGIES FOR TEACHING HEALTH. Second Edition. Meeks Heit Publishing
Company
Where did big blue go?
Laura Linkous
Grade 9-12
National Health Standard: 3 and 7
QCC: #31
Science Standard: Environmental Quality. Human
behaviors can increase the risk of hazards. Growth, waste, and wasting of natural
resources can increase rates of natural change.
Goal Statement: The students will become aware of
how population growth affects air pollution.
Objective Statement: Students will assess the
impact of population growth on three air quality index factors and will advocate change
through a written persuasion sent to their local politicians.
Anticipatory Set: Each student will represent .5
billion people. The teacher will write on the board:
Year
Population
1600 .5 billion
1700
.8 billion
1800
1 billion
1974
4 billion
1987
5 billion
1999
6 billion
2013
7 billion
2026
8 billion
2045
9 billion
The teacher will
have a 5’ by 5’ square area marked off on the floor, which represents the space
we have in the world. The teacher will call out the years in consecutive order and the
correct number of students will move into the square to represent the population for that
time period. As the last year is called all students should be in the 4’ by 4’
square, squeezed very close together. This demonstrates how quickly our population is
growing and how cramped we are in the world.
Teach Section:
Lesson Concepts: The world’s population,
currently about 6.1 billion, is increasing at a rate of about 78 million per year-150
people every minute.
Lesson Cues:
·
How many people can the
world hold? No one knows how many the world can support, but most scientists agree that
there is a limit.
·
Factors that contribute
to population growth are:
1. High fertility rates
2. Lack of family planning resources
3. Lower death rates
A. Air Quality
1. Air Quality Index (AQI) is a measure of
local air quality and what it means for health. AQI measures 5 major pollutants:
a. Carbon Monoxide (CO) - forms when
carbon in fossil fuels does not completely burn. Primary source of CO is fuel combustion
and industrial processes. CO deprives the body cells of oxygen, causing headaches,
fatigue, and impaired vision and judgment; aggravates cardiovascular disease.
b. Sulfur dioxide (SO2) - SO2 is produced
by burning of sulfur-containing fuels such as coal and oil, during metal smelting. Power
plants are a major source. SO2 narrows the airways, which causes wheezing, chest
tightness, shortness of breath especially in asthmatic patients; aggravates cardiovascular
disease.
c. Nitrogen Oxide (NO2) - NO2 is a
reddish-brown, highly reactive gas formed when nitric oxide combines with oxygen in the
atmosphere; major sources include motor vehicles and power plants. NO2 affects lung
function and causes symptoms such as wheezing and shortness of breath. NO2 exposure
increases the risk of respiratory infections.
d. Particulate Matter (PM) - Particles of
different sizes are released into the atmosphere from a variety of sources, including dust
from roadways, combustion of fossil fuels. PM can accumulate in respiratory system and
aggravate cardiovascular disease and increase risk for respiratory infections.
e. Ground level ozone- At ground level,
ozone is a harmful pollutant; where it occurs
naturally in the upper atmosphere, it shields the earth from the sun’s harmful rays.
Ground level ozone is formed when pollutants emitted by cars, power plants, industrial
boilers, chemical plants, react chemically in the sunlight (photochemical reactions).
Ozone irritates respiratory system, aggravates asthma, reduces lung function and inflames
and damages the lining of the lungs.
2. Pollutants are measured and assigned
index values between 0 and 500. Anything above 100 is considered unhealthy for that day.
(See overhead).
B. Smog- First used in 1900’s in
London to describe the combination of smoke and fog.
Today’s smog is a mixture of pollutants, with ground level o-zone being the
key ingredient. (Display overhead of smog pictures).
Teacher Modeling: Students will brainstorm and
develop a plan to decrease population growth and air pollution in the Atlanta area.
Students will be divided into 4 to 6 groups depending on class size. Each group will
create a one persuasive solution to decrease population growth and one for air pollution
in Atlanta. After 15-20 minutes, one student from each group will explain to the class
their groups idea’s and write them on the board. The class will then vote on the best
solution. Majority vote wins.
Student Activity: By brainstorming and preparing a
persuasive solution to reduce population growth and air pollution, students will create
solutions for a much needed change in Atlanta.
Closure: Students will write an individual letter
to the Atlanta Regional Commission, Atlanta City Council and the Atlanta Mayor based on
the solutions the class voted for. The letter will need to be one page in length, use
correct grammar, identify the problem, and suggest one solution for population growth and
one for air quality.
The criteria for
the letter will be as follows:
Paragraph one: Introduction of the problem and validation
Paragraph two: Impact on our personal health
Paragraph three: Proposed solution the class voted on and it must be persuasive
Paragraph four: Encourage the officials to make a change
Make one copy for
the teacher to grade, one copy for Atlanta Regional Commission, one copy for Atlanta City
Council and one copy for the Mayor of Atlanta.
Evaluation: The teacher will review product of
closure and use the following criteria to grade:
Paragraph one-20 points
Paragraph two- 20 points
Paragraph three- 20 points
Paragraph four- 20 points
Correct number of
copies made and mailed – 20 points.
Reteach: The student will create an advertisement
which advocates the improvement of air quality through at least three behaviors that are
known to reduce the air quality index.
Resources
Insel, P.M. (2002). Core Concepts in Health.
(pp.681-696). Boston, MA: McGraw Hill Companies.
www.ecan.govt.nz/education/airqual/cwdans.htm
www.epa.gov/oar/oaqps/regusmog/smog.html
Whose Got That Pride
By Chris Ridley and Nicholas Vatzakas
Personal Health
Ninth -Twelfth Grade
National Health Standard #6
GA Q.C.C.: 9-12.2 Recalls the leading causes of teen morbidity and mortality and
formulates methods of prevention of each.
Goal Statement: The student will become aware of national statistics that show who
is using drugs and alcohol.
Objective Statement: The student will compare and contrast the drug use pattern of
middle and high school students on a national and local level utilizing the Monitoring The
Future Survey.
Anticipatory Set
Students will write on the board how many of their peers are using drugs or drinking
alcohol and as many slang names for a set list of drugs.
Teach Section
Instructional Concept
We all need to become aware of how prevalent drugs are in our schools and in schools
around the country. The students will receive a handout asking:
1. Who is using?
2. What are they using?
3. Why are they using?
4. When are they using?
5. How easy is it to get?
General Knowledge Cues
1. Point out the various drugs that are on the Monitoring The Future Survey.
2. explain what the numbers next to each drug represent.
Teacher Modeling
The teacher will model, through instruction, the three types of surveys that are given
to students. These are harmfulness, availability, and prevalence of drugs.
Student Activity
The students will divide into groups to compare and contrast the Monitoring The Future
Survey on a national and a local level.
Closure
The students will write down issues that they face in their own personal community and
turn it into the teacher, along with their questionnaire.
Evaluation
The questionnaire (10 points) and personal issue (10 points) will be graded by the
instructors. If the questionnaire is complete and the personal experience is related to
one of the survey's topics, the students will receive a total of twenty points.
Reteach
The teacher will help the students design a survey that will consist of questions on
drug availability, harmfulness, and prevalence at their school.