2.) Recalls the leading causes of teen morbidity and mortality and formulates methods of prevention of each.

3.) Recognizes that alcohol, tobacco, and other drug dependencies are treatable disease/conditions and identifies appropriate community resources.

4.) Compares how alcohol, tobacco, and other drug use and nonuse impacts personal goals, educational opportunities, and occupational choices.

The student is aware of the impact and significance of tobacco advertising and how it affects their decision making.

The student will identify and contrast two persuasion techniques used in tobacco advertisements.

The teacher will ask the student questions to get them to begin brainstorming for the day’s lesson. Such questions include: Why do you want to buy new sneakers or clothing items? How did you find out about these products? The students will think up answers and walk up and write them on a blank transparency. The class will then discuss why and how they are influenced to buy products.

Advertisements influence tobacco use in youths through a variety of persuasive approaches.

1.) What are some techniques advertisers use to persuade you to buy their products?

Students will be placed into groups of four people. Each group will be assigned an area of the room to work in. Each group will receive two different tobacco ads. The group is to observe the ad, brainstorm, and then answer specific questions pertaining to the information discussed in class about advertising. Once each group has finished answering the questions, the groups will share their information with the entire class.

4.) Where is the mandatory warning located? Are there any other warnings on the ad?

The teaching strategies used in this lesson are brainstorming and group discussion. First the students will brainstorm in their groups, coming up with ideas and thoughts about the advertisements. Then, the students will work cooperatively in a group to answer specific questions pertaining to the ads. They are to work together and discuss the answers, receiving input from all group members. The purpose of the student activity is to give the students the opportunity to be exposed to advertising approaches used in tobacco ads. By knowing this information, the students can use their knowledge in decision making. The activity also allows students the opportunity to work collaboratively with a team. According to the developmental characteristics handout, this activity is age and stage appropriate for the students. This age group makes independent judgments regarding drugs, alcohol, as well as tobacco. This information will help them make the right choices when dealing with the negative influence of tobacco advertising.

Materials needed: about 21 tobacco ads, pencils, paper, and overhead with questions

The activity will be a take home assignment. The students are to develop a truth/anti-tobacco advertisement. The student must pick two of the five advertising approaches discussed in class and develop their ad around those approaches. Students can cut out pictures, draw, trace, etc when making their ad. The students should be creative when doing this assignment. They should write their name and the advertising approaches used in the upper right hand corner of the paper. On the back of the ad, the student should contrast the two different advertising approaches they used. The assignment will be due at the beginning of class the next day.

The anti-tobacco advertisement will be evaluated and graded to assess student learning. A check list will be used to grade the ad. The ad will be placed in a portfolio. The portfolio will stay in the classroom, and each day, students will place all work in it. The portfolio will be checked at the end of the units to make sure all assignments are completed.

If a student is unclear after the lesson, a different approach could be used. The student should work alone, and follow as the teacher discusses the different advertising approaches. The teacher will go over each approach, stopping and making sure the student is able to identify that particular approach in an advertisement. The student could then take home an activity similar to the student activity that was done in the original lesson. The student could then apply the knowledge learned in class, and answer the questions about one advertisement

Edlin, G., Golanty E., McCormack, K. (2002). Health and Wellness: Seventh Edition. Subdury, Massachusetts: Jones and Bartlett Publishers.

Insel, P. and Roth, W. (2002). Core Concepts in Health: Ninth Edition. Boston, Massachusetts: McGraw Hill.

QCC:
#2 Recalls the leading causes of teen morbidity and mortality and formulates methods of prevention of each.

#4 Compares how alcohol, tobacco, and other drug use and nonuse impacts personal goals, educational opportunities, and occupational choices.

National Science Standards: Content Standard F: Personal and Community Health: Personal choices regarding fitness and health involves multiple factors.

Goal Statement:
The student is aware of the current trends of tobacco use among high school students.

Objective Statement:
The student will be able to list three current trends of tobacco use among high school students, and assess where they fall among the trends according to a risk assessment survey.

Anticipatory Set:
Students will answer an eight question survey about tobacco use. Furthermore, the class will be divided into two groups based on their responses to the critical questions in the survey (questions 1, 2, 8). Students will then discuss why they are on the “agree” or “disagree” group.

Even tough trends in tobacco use among high school students are changing, still only 33% of high school students use tobacco.

Step 1: Complete the survey to find your current risk level of using tobacco products.

Step 2: Break into two groups of girls and one group of boys. Within your groups, compare your own results to those of other members in the group.

Step 3: Form opposite gender groups of 2. Contrast your results with those of your partner.

The model that best suits this lesson is the Inquiry Model. Throughout the lesson, material is presented, and then the student is asked to reflect on how the issues of tobacco affect them. Students will be given a survey to assess their level of risk to start smoking. Based on their answers to the survey, students will then receive a score that places them in one of the following categories: high risk, moderate risk, or low risk. Students will then divide into same gender and opposite gender groups in order to compare their results of the survey to those of their peers. This lesson is age and stage appropriate as it meets the following developmental characteristics of health: Is faced with decisions regarding use of drugs, including alcohol and tobacco, foods, and health products. The lesson will be taught in a normal classroom setting.

List 3 current trends of tobacco use among high schools students. Then, use your results from the risk assessment survey to assess where your fall among the 3 trends.

Evaluation:
The evaluation will be based on the product of the closure and will be graded with the following rubric.

Students who do not pass the closure assignment will be given a worksheet to be completed in the following class. The students will be given handouts that show trends of tobacco use among adolescents. Using this handout, they will then answer the following questions:

QCC’s:
4.) Compares how alcohol, tobacco, and other drug use and nonuse impacts personal goals, educational opportunities, and occupational choices.

Goal Statement:

The student understands the impact environmental tobacco smoke has on people.

The student will explain the two forms of environmental tobacco smoke and select which one is the most harmful.

I will have the students brainstorm, individually, and come up with answers to the following three questions:

Lesson Concept:

Environmental tobacco smoke includes both mainstream and secondhand smoke. Mainstream smoke is more harmful out of the two.

1.) Which form of smoke, mainstream or sidestream, do you think is more harmful? Why?

2.) If you were constantly around a smoker and were breathing in second hand smoke on a regular basis, what health concerns do you think you would be at risk for?

Students will be placed in five groups of five or six students each. Each group will receive a card with a scenario on it. The group will brainstorm and work together to develop the best outcome for the scene on the card. Two group members from each group will read their scenario to the class and explain their chosen outcome.

You are at a party with a group of friends. You are sitting in the living room with about ten to fifteen other people. A couple of people begin to smoke in the same room with you. There are no windows opened and the space is pretty small. You are not a smoker and are now uncomfortable in the room, but you want to stay and hang out with your friends. What do you do?

Nikki is your best friend. Nikki and you are driving, in your car, to the mall to shop. As you are talking with your friend, she pulls a cigarette out of her purse and is about to light it up. You have only been driving your car for a month now, so it is brand new. Your parents were very clear when they told you to take care of it and would definitely take it away if they smelled smoke in it. What do you do?

You are going on our first date with Trent. He takes you out to a real nice place to eat, in which you have a reservation for. You have liked Trent for a real long time and cannot believe he finally asked you out. You sit down, begin talking and order food. You leave to go to the bathroom and when you come back, Trent is smoking a cigarette. You are not a smoker and have always thought it was a nasty habit. You really want things to work out with Trent and you don’t want to say anything, but you are uncomfortable. What do you do?

A couple of your friends invited you to go out with them. Everyone is hungry and you go to eat. You haven’t had a cigarette all day and are really craving one. You light it up and begin to smoke in the restaurant. One of your friends is highly irritated at the fact you are smoking at the table. She asks you to go outside and smoke. You don’t want to leave because you are having a good time with everyone. What do you do?

Your aunt has been smoking for many years now. A lot of the time, she smokes inside the house. You have a three year old brother who seems to develop a cough every time she comes over and smoke. It seems to be getting worse as time goes on. Your aunt is at your house when you get home from school and is smoking in the kitchen. You can hear your brother coughing in the other room. You don’t want to be rude, but you know what the smoke is doing to your younger sibling. What do you do?

The teaching model used in this lesson is the inquiry model. The students will be given a scenario, and then they will discuss and create an outcome to solve the dilemma. The teaching strategy used is brainstorming and discussion groups. The purpose of this activity is to get students to see how this information correlates to their own lives. The activity will give them scenarios that they could easily be placed in. The groups will share their best solution and the students can take this information and apply it in similar situations. This activity is age and stage appropriate. This age group is concerned with younger children and their health, according to the developmental characteristics framework. They are aware of the risks associated with their behaviors on themselves personally and on others, especially family and younger siblings. They are also at a stage in which they make their own decisions regarding alcohol, tobacco, and drugs. It is important for them to know and understand what these substances do to their body and how their using affects others.

The activity will be a take home assignment. The students are to write a letter to their city council, telling them why they are in support of the smoking ban trying to be passed. This bill will be banning smoking in public places, such as restaurants, if it is passed. Students must support their opinion and be clear as to why they support this bill. Students are to support their decision by explaining the types of tobacco smoke, the type that is the most harmful, and how they negatively affect people and the environment. The assignment should be ½-1 page long and should be written in the format of a letter. The assignment will be due at the beginning of class the next day.

The closure assignment will be evaluated and graded to assess learning. An assessment checklist will be distributed to the students along with the assignment. The students will be graded on using letter format, including the two types of tobacco smoke, the most harmful type, and the negative effects on people and the environment, as well as grammar and effort. This assignment will be placed in the student’s portfolio after it is graded.

To reteach this lesson, I would use the apprenticeship model. Another student who is comfortable with the information could explain and guide the student who is unclear.

Edlin, G., Golanty E., McCormack, K. (2002). Health and Wellness: Seventh Edition. Subdury, Massachusetts: Jones and Bartlett Publishers

Insel, P. and Roth, W. (2002). Core Concepts in Health: Ninth Edition. Boston, Massachusetts: McGraw Hill.

QCC- Recalls the leading causes of teen morbidity and mortality and formulates methods of prevention of each.

National Science Standard: Content Standard Model confirms that at all stages of inquiry, teachers guide, focus, challenge, and encourage student learning.

The student will explain three different methods that can be used to stop using tobacco products.

The students will be asked to get into groups and brainstorm different methods they have know about(groups of 5-7). Furthermore, we will have a quick discussion about what they chose.

This lesson demonstrates the inquiry model because it involves the students interacting with one another and answering questions. This lesson involves a lot of discussion which resembles the inquiry model.

More than 90 percent of former smokers quit on their own-by throwing away all their cigarettes, by gradually cutting down, or by first switching to a less potent brand.

transdermal patch, pharmacological, nicotine chewing gum, zyban, acupuncture, support groups, hypnosis

Have students get into four groups of seven. The students will be given a scenario which stats “You have a good friend and he or she has been using tobacco products for a four years but wishes to quit now. Which method of treatment would you advise your friend to use? Why? The students will have ten to twelve minutes to discuss the situation. After ten minutes have went by we will have a discussion about their responses.

The purpose of this activity is to get the students to think about the different types of methods used for quitting tobacco products and which one may be more effective. This activity also gives the students a chance to hear their peers opinion about the situation. Hearing their peers advice is good because it makes them think about the situation in more than one way. This activity is appropriate because it is a realistic matter. These kids are in high school and could be asked for advice about quitting a tobacco habit and it would be good if they could give the other student correct information.

The student will list three methods that could be used for quitting tobacco products. Furthermore, he or she will list two refusal methods that can be used when being asked or pressured about using a tobacco product.

To reteach this section I could show the students a video about certain methods used to quit tobacco products. The students will have to take notes on the video and turn it into me to get his grade.

“Read Any Great Labels Lately?”

Teaching how to use the food labels by Task Analysis Model:

Adi Davidian

Level: For 11^th grade.
National Health standards: 1,2,4,6,7.

GA QCC standards:
19) Topic: Disease Prevention: Goal-Setting
Standard: Identifies the benefits of setting personal goals for maintaining a healthy body

21) Topic: Disease Prevention: Risk Factors
Standard: 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

40) Topic: Nutrition: Misinformation
Standard: Analyzes the reliability of various sources of food and nutrition information (e.g., dietary supplements, diet aids, fad diets, food additives, and food labels).

41) Topic: Nutrition: Marketing Strategies
Standard: Applies critical thinking skills to analyze marketing and advertising methods for influencing food choices

Science standards: Selection of foods and eating patterns determine nutritional balance. Nutritional balance has a direct effect on growth and development and personal well being. Personal and social factors--such as habits, family income, ethnic heritage, body size, advertising, and peer pressure--influence nutritional choices.

Goal statement: The student will understand the importance of food label in making better health food choices.

Objective statement: The student will compare the nutrient value of two food products by evaluating the label for each product.

Anticipatory set: Each student will distribute 2 different food pictures (without label), and will ask the question: "Which food has less amount of fat”, “Which food has more vitamin C?” “Which food has more protein?”

You'll find this answers on the product food label, which is like a food ID that helps you make your "personal best" food choices.

Teach Section:

Lesson concept: Reading a food label helps you to choose foods that provide the nutrients your body needs, and helps you to plan meals, which include variety of foods and limits the amount of salt, sugar, and fat.

Lesson Cues:

Concepts	Explanation
#1 The Serving Size	Serving sizes are provided in familiar units, such as cups or pieces, followed by the metric amount, e.g., the number of grams. Pay attention to the serving size, including how many servings there are in the food package, and compare it to how much YOU actually eat.
#2 Calories and Calories from Fat	Calories provide a measure of how much energy you get from a serving of this food. The label also tells you how many of the calories in one serving come from fat. Example, there are 250 calories in a serving of this macaroni and cheese. How many calories from fat are there in ONE serving? Answer: 110 calories, which means almost half come from fat. What if you ate the whole package content? Then, you would consume two servings, or 500 calories, and 220 would come from fat.
#3 Nutrients Limit These Nutrients	On the label you will find fat, saturated fat, and cholesterol, or sodium that increase your risk of certain chronic diseases, like heart disease, some cancers, or high blood pressure.
#4 Nutrients Get Enough of These	Eating enough of these nutrients can improve your health and help reduce the risk of some diseases and conditions. Example, getting enough calcium can reduce the risk of osteoporosis, in which bones become brittle and break as one ages (see calcium example below). Try to keep average 100% for each one of these nutrients each day.
#5 Quick Guide % Daily Value	1) Daily Values refer to a total nutrient intake for a day; they're based on a 2,000-calorie diet. It does the math for you 2)This general guide tells you that 5%DV or less is low and 20%DV or more is high. It is easy to compare between two different foods.
# 6 The Footnote (lower part of the Nutrition Facts Panel)	It will always be the same. It doesn't change from product to product, because it shows dietary advice for all Americans--it is not about a specific food product. ***However, Your daily calorie needs depend on many factors, including your age, height, weight, and physical activity level. Teenage athletes, for example, may need quite a bit more than their peers who are moderately active.
Nutrient Content Claims	Describe the amount of a nutrient in a food, but don't tell exactly how much. Example; You can quickly distinguish one claim from another, such as "reduced fat" vs. "light" or "nonfat." Just compare the %DVs for Total Fat in each food product to see which one is higher or lower in that nutrient
Health Claim	Only health claims supported by scientific evidence are allowed on labels. However, they cannot state the degree of risk reduction and can only use "may" or "might" in discussing the nutrient or food-disease relationship in: statements, symbols, and vignettes or descriptions.

Teaching modeling:

1) The class will be divided to groups of two students.

2) The teacher will explain how to complete the student activity form, and give example for that.

Student activity:

1) The teacher strategy is analysis when students compare different food product labels, and select more nutrient and healthy food.

2) It is age stage because the student will be able to read the labels and do comparison between food labels and analyze their food habits.

3) List of materials:

Labeling information for a wide variety of foods:

Bread, cereal, rice, and pasta
Vegetables
Fruits
Milk, yogurt and cheese
Meat, poultry, fish, dry beans, eggs, and nuts
Fats, oils and sweets such as pizza, frozen burritos, granola bars, pretzels…

Pictures of food without label.

“Label paper”.

Paper with the meaning of every “nutrient content claims”.

Closure:

The students will complete the “Label paper” and “At Home”.

Evaluation:

The grade will be given based on:

· Answering the questions in the “Label Paper I” – 20%

· The group presentation – 10%

· Answering the questions in the “At Home II”:

A – 25%

B – 25%

C – 10%

D – 10%

Reteach:

1) The students will do a test on-line: http://www.cfsan.fda.gov/~dms/flquiz1.html

I. Label paper

In your group discuss and share your ideas on the questions below.

1) What is the name of your packaged food?

2) Look at the Nutrition Facts panel. Are there any specific nutrition facts in this food?

3) Are there any nutrient content claims or health claims, such as "cholesterol free" or "low calorie," on your labels? What is their meaning?

4) List the ingredient on blank label: serving sizes; calories, nutrients and fiber; and % Daily Values.

5) Find a similar product and record the nutrition information from its package to the blank label on the activity sheet; then compare the two foods. For example: you might compare ice cream and frozen yogurt, or fruit packed in syrup and in juice, or cheese and sausage pizza

A. Do they have the same serving sizes?

B. What might make you buy one over the other?

C. Which one has more calories?

D. How many serving sizes would you eat from each one of them? Does it change the answer to the question: which one has more calories?

E. Which one has higher in fat and saturated fat?

F. Which one has more calcium, dietary fibers or any ingredient from the “required nutrients” (#4)?

G. Which one would you prefer to eat after your nutrient knowledge?

H. How would you choose a product that has health or nutrient claim (and you do not have the paper with the definition on you)?

· Each group has 5 minutes to present their findings.

II. At home:

· Each student needs to finish the activity “At home” alone, and be ready to discuss about it with his/her group.

A. Answer the next questions based on your daily food. If you do not find an alternative from daily food, find it at grocery store:

1) You missed your glass of orange juice at breakfast. To get the vitamin C you need, what might you snack on instead?

2) As a teenager, you need enough calcium to grow strong, healthy bones. What foods could you eat today that would add up to at least 100% of the Daily Value for calcium?

3) You know that getting enough iron in your diet isn't always easy. Which of these foods have the most iron?

4) You enjoy cheese on a burger. How does the fat content compare between traditional and reduced-fat cheese?

5) Orange juice and milk have different nutrients. How do they compare? Why can't you substitute one for the other?

B. You need to write your meals for a normal day, and compare it to the “Daily values recommendations”. Please use nutrient tables to do it.

1) Write which nutrient component you are missing.

2) How can you improve your daily food in order to complete the recommendations?

C. Write how did this lesson help you to understand the content.

D. Write how did the group work help you to understand the concept.

· Be ready with answers to discuss your answers with your teammates.

The %DVs on the label example: 12g fat equals 18%DV. When one serving of macaroni and cheese contains 18%DV for Total Fat, that means you have 82% of your fat allowance left for all the other foods you eat that day (100%-18%=82%).

________________________________________________________________________________________

3.) Recognizes that alcohol, tobacco, and other drug dependencies are treatable diseases/conditions and identifies appropriate community resources.

The student will list the fives stages of recovery and describe specific characteristics of each stage.

I will read a story to the students titled “SoberChild’s Story.” This will get the students thinking about addiction and recovery.

Recovering from an addiction is a five stage process. These stages are awareness and early acknowledgment, consideration and incubation, exploring recovery and early activity, early recovery and rehabituation, and active recovery and maintenance. Each stage has specific characteristics and behaviors associated with it.

The students will observe the movie “Not Without Hope.” A sheet with questions relating to the movie will be handed out to each student. Students will answer questions during and after the movie. The class as a whole will then discuss the movie and answers to the questions. The outcome for this activity is for the students to see true stories regarding teenage drug use and addiction. (Questions are attached)

The teaching model used is the inquiry model will be engaged in the lesson by being asked questions. The students will also follow the movie through a series of questions. The teaching strategies used include storytelling by the people in the movie, as well as group and panel discussion. The purpose of this lesson is to allow the students a chance to hear and see true stories of people their age recovering from an addiction. The video allows the students to really see what it is like to be in rehab and how easy it is to end up there. This lesson is age and stage appropriate. This age group often experiments with drugs and alcohol. It is important for the students to see the road to recovery is difficult and life long. This information could also help the students approach a friend or family member and help them through the recovery process.

The students will write a short journal entry pretending they just finished their first day in recovery. They are to describe how they are feeling, what they like and dislike and what they hope to gain out of the treatment.

The students will be evaluated by their notes taken in class. The students are to write down the fives stages of recovery and characteristics for each stage. Each stage and corresponding characteristics will be worth 2 points, for a total of 10 points.

The students will also be evaluated through the movie worksheet. This will be a 10 point assignment that will be handed in before leaving class. The students will receive 2 points for effort and 2 points for answering all the questions from the video, and 6 points for completing the journal entry. The assignment will be distributed the next day, and placed in their portfolios.

To reteach this lesson, I would use the apprenticeship model. I would find students who are very comfortable with the stages of recovery and have them teach the information to the students who are confused.

Du Mont, M. (Director). (1992). Not Without Hope [Motion Picture]. Waste Management Inc.

Edlin, G., Golanty E., McCormack, K. (2002). Health and Wellness: Seventh Edition. Subdury, Massachusetts: Jones and Bartlett Publishers

Insel, P. and Roth, W. (2002). Core Concepts in Health: Ninth Edition. Boston, Massachusetts: McGraw Hill.

Personal Stories of Recovery: SoberChild’s Story. About. Retrieved September 8, 2004

Recovering from Addiction: The Stages of Recovery. HLC Marketing Sdn. Bhd. Retrieved September 6, 2004

2.) How did the parents describe their children? What were they like before drug use?

10.) Write a journal entry (one paragraph) about your first day in recovery. How do you feel? What do you like/dislike so far? What do you hope to gain out of the experience?

Adi Davidian

Rational

Despite the increasing emphasis of health education and promotion, obesity become a major health epidemic in the U.S. population. Poor eating habits and lack of exercise are common problem. Some programs give short-term impact, yet, the percent of obese and overweight people continued increase. Therefore, a solution might be education in a way that will build a lifestyle for long term – starting with youth. In the next lessons the students will learn how to calculate their Target Heart Rate, which will help them to exercise effectively, Additionally, they will learn how to read food labels, which will help them to make better choices about their eating habits.

The Task Analysis Model is appropriate for this lesson because this model takes a complex idea and breaks into sequential sections, making learning easier for the students. Moreover, the teacher can get a feedback of understanding during the lesson, and assess by the end of the lesson for understanding. Therefore, the teacher can estimate if reteaching is needed.

In order to accomplish the objectives, the students will discuss major terms followed by related skill application, for instance; How to measure personal Heart Rate, how to calculate Target Heart Rate, how to exercise in order to keep Heart Rate in the target zone, how to implement dietary guideline, and how to understand and use the food labels.

As a result of this student will improve his/her new knowledge and skill as quality of life and responsible citizen.

“Your number tells it all”

Teaching how to calculate Target Heart Rate by Task Analysis Model:

Adi Davidian

Level: For 11^th grade.

National Health standards: 1,3,6,7.

GA QCC standards:

19) Topic: Disease Prevention: Goal-Setting
Standard: Identifies the benefits of setting personal goals for maintaining a healthy body

Science standards: Personal choice concerning fitness and health involves multiple factors. Personal goals, peer and social pressures, ethnic and religious beliefs, and understanding of biological consequences can all influence decisions about health practices.

Goal statement: The student will understand the relationship between exercise intensity /duration and Cardio Vascular fitness.

Objective statement: The student will assess his/her current cardio vascular level of fitness, and apply the principle of Target Heart Rate to the modification of their exercise intendancy / duration.

Anticipatory set: Each student will stand near her/his chair. They will step up and down according to the varying rhythm the teacher gives. If you feel dizziness – you need to stop! There will be three different levels of difficulty: 20 count per min, 60 counts per min, and 120 counts per min.

The teacher will ask: “Which one out of the three exercises helped your heart”? The teacher will ask: “why did you give this no?”

Teach Section:

Lesson concept: The Target Heart Rate will indicates whether the intensity you put into an activity is: enough, too much, or not enough.

Lesson cues:

Concepts	Explanation
General idea	After you begin your fitness program, you may improve quickly, because the body adapts readily to new exercise at first but slows after the first month or so. You will notice the change because your body becomes more efficient in moving the oxygen for all your body parts, which makes you feel better. The more fit you become, the harder you will have to work to reach your Target Heart Rate. By monitoring your HR, you will always know if you are working hard enough to improve your fitness.
What is intensity?	The level of effort put into an activity. For healthy adults: between 65 percent and 80 percent of their maximum HR. It is depend on you initial level of fitness
What is Duration?	The length of time one needs to exercise at the THR to produce a training effect (between 20 – 60 min)
What is the Heart Rate (HR)?	It is the sound that the heart makes while it works. The carotid pulse response to the level of exercise. The Carotid pulse can be found by coming one inch from the gag bone, with your two fingers.
What is Target Heart Rate (THR)? Resting Heart Rate (RHR) – Rate after a person has been sitting quietly for 15-20 minutes. As much as you are aerobically fit, your RHR is lower. The Target Heart Rate (THR) – The HR per minute to produce a training effect. The HR range for student in your age in order to increase fitness (cardio respiratory endurance) is between 60%-80% from the MHR.	The minimum number of times per minute the heart must contract (beat) to have a positive effect on your heart, lungs, and blood vessels (cardiorecpiratory benefits). This improvement is called the training effect. 220-age=MHR MHR-RHR=HRR (HRR0.60)+RHR=THR* (HRR0.80)+RHR=THR* For example: The 60% and 80% training intensities for 20 years old with a resting HR bpf 68 beats per minute (bpm) would be: MHR: 220-20=20 bpm RHR=68 bpm HRR: 220-68 =132 bpm 60% THR= (1320.60)+68=147* 80% THR= (1320.80)+68=174* So, the optimal aerobic training zone to increase aerobic fitness is: 147 to 174 bpm.

Teaching modeling:

1) The class will be divided into groups of three.

2) Instructions for student’s activities can be found on the “Personal HR” paper, and the teacher will show few examples.

Student Activity:

1) The propose of the lesson is that students will assess their current cardio vascular level of fitness, and apply the principle of Target Heart Rate to the modification of their exercise intendancy / duration. The teaching strategy will be demonstration.

2) It is age stage because the student will be able to complete the calculation and understand how duration and intensity affects the cardio vascular system.

3) List of materials: HR papers (personal + group), stopwatch, pens, calculators, mattresses, ropes.

Closure:

The students will complete the five questions in the Heart Rate paper.

Evaluation:

The grade will be given based on:

· Calculation of your Target Heart Rate – 15%

· Evaluation of your level of fitness in each one of the activities – 10%

· Answering the five questions – 15% each question.

Reteach:

1) Students will search the Internet for definition of: what is Heart Rate, How do they calculating their Target Heart Rate, and answering the question what are the advantages of knowing your Target Heart Rate while you are exercising…

2) Students will need to do a journal about their exercising and describe the difficulties, how many time did they do it, where did they do it…

RHR______________________ THR______________________

1) Check your Rest Heart Rate (RHR) using the cardiac pulse, after sitting quietly for 15-20 minutes. Write the rate in your HR paper

3) Predict your Heart Rate for each one of the following activities. Write the rate in your HR paper – column 1.

4) Complete the activities in the sequence below and take your Heart Rate immediately after each activity for whole minute. Using the carotid pulse. Write the rate in your HR paper - column 2.

What does it mean to be below the THR? - Not working hard enough provides little benefit to make a significant improvement your cardiovascular fitness level. It will still help you to expend calories and lose weight but slowly!!!

What does it mean to be above the THR? - Working too hard can cause injuries and cause you to become so fatigued that you will be forced to stop the activity before the training effect can be achieved.

1) What do you think your level of cardio vascular fitness is? Please write why.

2) How was your “fitness level” compared to your other classmates in your small group? Please give examples.

______________________________________________________________________________________

1.) Determines how adolescent use of alcohol and other drugs contributes to accidents, crime, and suicide.

3.) Recognizes that alcohol, tobacco, and other drug dependencies are treatable diseases/conditions and identifies appropriate community resources.

4.) Compares how alcohol, tobacco, and other drug use and nonuse impacts personal goals, educational opportunities, and occupational choices.

The student understands the four stages of addiction and the psychological, behavioral and physical warning signs associated with addiction, as well as drug specific symptoms drugs commonly used by teenagers.

The student will identify the four stages of addiction and at least one physical, behavioral, and psychological warning sign of addiction.

Each student will receive a questionnaire. The questions are from a drug rehabilitation website (http://www.mtregis.com/warning.asp). Each student will answer the questions and then, as a class, we will discuss the results. (Questionnaire is attached)

Addiction has four distinct stages: use, misuse, abuse, and dependency. Warning signs of addiction include physical, behavioral, and psychological symptoms. Drugs have specific symptoms that occur with use.

1.) If you try a drug once or twice, does it mean you are addicted? Why or why not?

The students will be placed in three teams. Each team will nominate a spokesperson for their group. This is the only person who can answer for their team. The entire team is able to come up with the answer, quietly, and then tell the spokesperson what to say. There will be four categories on the board, each with five questions under them. The categories include stages of addiction, warning signs, specific symptoms, and miscellaneous. Students will select questions of different point values and raise their hand to answer the question. If correct, the team will receive that point value. The team who accumulates the most points at the end will receive 5 bonus points on their worst assignment. The game is very similar to jeopardy; answers must be in the form of a question.

The teaching model used in this lesson is inquiry. The students will engage in learning through question and answer in game form. Some teaching strategies used include brainstorming, buzz groups, games, and group discussion. The purpose of this activity is to get students involved in interactive learning. By putting this information in a game setting, the students will be in control, really have to think and work together, learn the content, and have fun. The subject of addiction can be very serious and overwhelming, so the game will lighten the intensity of the information. This content and game is age and stage appropriate. This age group makes independent judgments regarding drugs, including alcohol and tobacco and they do not always comprehend the ramifications of risk taking behaviors. Sometimes, they seek assistance for problems on their own. This is all relevant to addiction. The students need to understand making decisions regarding drugs can lead to an abusive problem; they need to be able to recognize when there is a problem and see the progression. Being able to identify the stages and warning signs can help them seek help for themselves and others.

The student will write about something new they learned today and how it can be applied to their everyday life; ex. detecting warning signs in friends and family, being able to tell when they are misusing a substance, etc.

The student will complete a matching worksheet, in which they must identify the four stages of addiction and physical, behavioral, and psychological warning signs. There will be a total of 10 questions, each worth one point, for a total of 10 points. On the back, the students will write a few sentences about something new they learned today and how they can apply it to their lives. This is worth 5 points, making the assignment a total of 15 points. The assignment can be turned in before leaving class or at the beginning of class the next day. (Sheet is attached)

If a student does not understand the material, I would use the peer apprenticeship model. I will find a student who is comfortable with the material and have them tutor and work with the student who does not comprehend the content.

3.) Do you take a drink(s) before going to a party where you know drinks will be served?

5.) Do your friends or family ever argue with you about your drinking/smoking, or the money it costs?

7.) Have you ever been unable to remember events that happened while you were drinking?

11.) Have you ever been late for school or missed appointments because of drinking?

Match the definition on the right to the word on the left. Write the correct letter in the blank provided to the left of the number. ON THE BACK, write a few sentences about something new you learned today and how you can apply it to your everyday life.

#	Exercise	(1) Predict your HR	(2) Real HR	(3) Fitness Level
1	3 minutes of fast walking			Below/above/target
2	3 minutes of slow jogging			Below/above/target
3	15 jumps in 15 seconds			Below/above/target
4	30 seconds of Curl-ups			Below/above/target
5	Rest of 3 minutes
6	2 sprints 8-10 seconds each one			Below/above/target
7	30 seconds of jump rope			Below/above/target
8	30 seconds of going up and down in the stairs.			Below/above/target
9	Rest of 3 minutes			Below/above/target

Adi Davidian

Concepts

#1 The Serving Size

#3 Nutrients

Limit These Nutrients

#4 Nutrients

Get Enough of These

Rational

“Your number tells it all”

Concepts

RHR______________________ THR______________________

RHR THR