"B.A.C. to the Future"
By David Stewart
National Health Education Standards: #3 and #6
H.9-12.1 - Determines how adolescent use of alcohol and other drugs contributes to accidents, crime and suicide.
The student will understand blood alcohol concentration and distinguish between oxidation and absorption of alcohol.
The student will interpret and assess the risk of alcohol abuse and propose a plan to persuade an alcohol abuser.
The students will assemble in groups of three. The activity is called Impairment groups. In each group each student will be assigned a role of either (1) Dominant hand over eye, (2) Bound at the ankles or (3) Spinning around in a circle. Each group has one beanbag and throws it to his/her partners when the music starts. Modify the activity by moving the students closer/further apart based on their ability.
Explain how alcohol affects depth perception, balance, ect...
After the activity, facilitate a discussion by relating activity to getting behind the wheel of a car. Ask what other activities might be dangerous under the influence of alcohol.
Drinking under the age of 21 is illegal. There are many of misconceptions BAC. The liver can only work so hard. There are factors that can help to slow absorption, but metabolism always works near the same rate.
Oxidation of alcohol by enzymes in the liver (I drink per hour).
BAC = c / BV - (H x.015)
C = (# of drinks on one occasion) x 14.
BV = (body weight in kg's) x 8.
H the number of hours it takes to drink (c).
Factors affecting BAC:
1 . Alcohol concentration in a drink
2. Rate alcohol is consumed
3. Amount of food in the stomach
4. Body size
5. Genetic makeup 6. Age
Alcohol and Consequences
1 . Driving - Someone driving with BAC of. 14% is 40 times more likely to be involved in an accident
2. Above BAC of .1 4% the risk of a fatal crash is 380 times higher Violence - Alcohol contributes to over 50% of
all murders, assaults and rapes,, and alcohol is frequently found in the bloodstream of both involved.
3. Sexual decision making : increased risk of STD'S, sexual assault
4. Physical Consequences:
Abnormal heart function- irregular heartbeat or degenerative heart disease
Stomach lining, peptic ulcers
The teacher will model one BAC problem. Next the teacher will work through two BAC calculations.
The teacher will explain the rules of Drink Toss.
Calculate BAC problems at their seat using the handout
Materials needed: Beanbags (2), different sized objects or balls that can be "tossed"
Students stand in a circle.
One student will be given a beanbag. That will symbolize (1) drink.
Next, the student will call the name of a classmate and toss the beanbag to him/her.
Add another object (drink 2) for the students to throw. Still calling the names of the students who are intended to catch the objects. Discuss how reaction time is being affected.
Keep adding different sized objects until the group cannot go on.
Using the material from the lesson cues, each student will write a letter to a friend (could be fictional) who abuses alcohol. The more facts you include in your argument the more convincing your letter will be.
In my student evaluation, I am looking for at least two references to Lesson Cues in the letter to a friend.
I would try a more visual approach to show how absorption and metabolism are different. I would place tape in a circle on the floor to represent the stomach. Each student in the activity would be assigned a role to play. Some would be drinks and one would be the liver. The point of the activity would be to keep adding drinks into the stomach at a rate that would be faster than the liver could process them. As a result, the students would see that the body could only metabolize a finite amount of alcohol per hour. While there are some things you can do to speed up/slow absorption, there is nothing you can do to affect metabolism. As a result, the B.A.C. rises. This activity is more consistent with my objective that my closure listed above.
lnsel, Paul M. & Walton T. Roth (I 998). CORE CONCEPTS IN HEALTH.. EIGHTH EDITION. Mayfield
Meeks, Linda & Phillip Heit (1996). COMPREHENSIVE SCHOOL HEALTH EDUCATION: TOTALLY
AWESOME STRATEGIES FOR TEACHING HEALTH. Second Edition. Meeks Heit Publishing Company
Choosing to Refuse
By Amanda Corley and Kelly Dwyer
Alcohol and Other Drugs
Sixth through Eighth Grades
National Health Education Standards: #3, #4, #5
Georgia QCC: H.9-12.2 Recalls the leading causes of teen morbidity and mortality and formulates methods of prevention of each.
Goal Statement: The students will understand how to use refusal skills to just say no.
Objective Statement: The students will predict 4 refusal skills he/she would use to respond to peer pressure.
Anticipatory Set: A situation will be given to a group of students. The group will read each situation and decide what they would do. This shows how the students would react to different situations and what refusal skills they already have.
Instructional Concept: Refusal skills are used to say no to unwanted situations and get out of peer pressure situations.
General Knowledge Cues:
1 .The Model for Using Resistance Skills
A. Use assertive behavior.
B. Avoid saying, "No, thank you."
C. Use nonverbal behavior that matches verbal behavior.
D. Influence other to choose responsible behavior.
E. Avoid being in situation 'm which there will be pressure to make harmful decisions.
F. Avoid being with persons who choose harmful actions.
G. Resist pressure to engage in illegal behavior.
2. Persuasion Skills
A. Bandwagon Appeal
B. Brand Loyalty Appeal
C. False image Appeal
D. Glittering Generality
E. Humor Appeal
Teacher Modeling: The teacher will give instructions and provide an example for the students to follow. Students will be broken into three groups of four 4tWents. Posters will be given to each group.
Student Activity: The students will design a poster to promote not using alcohol or tobacco. The poster must use one of the resistance skills or persuasion skills. The poster will be like an ad found in a magazine or on a billboard trying to persuade students to not use alcohol or tobacco. These posters will be hung around the room for other students to see.
Closure: The students will write four paragraphs on four different situations in which he/she used four different refusal skills.
Evaluation: The evaluation will come from a product of the closure. The paragraph will be graded on 1) it includes four different situations in which four different refusal skills were used. The paragraph will be worth 10 points. Two points will be given for each paragraph that uses a different refusal skill.
Ret each: The teacher will have the students research alcohol and tobacco in the media on the internet and write a paper on the information found.
Heit, P., Meeks, L., Page, R. (I 996). Comprehensive School Health Education: Totally Awesome Strategies for Teaching, Health. 2nd Ed. Ohio: Meeks Heit Publishing Company, Inc.
Date: September 1999
Grade Level: 6th and 8th
General Health Area: Mental and Emotional Health
National Health Standard: #5
GQCC: Conflict Resolution - H.9-1.2.34 - Demonstrates effective communication skills
and resistance skills ( e.g., nature of conflict, feelings, active listening, effective communication skills and empathy).
Goal Statement: Students will learn how to deal with conflicts they may face at home and at school.
Objective Statement: The student will use empathy, "I" messages and negotiation techniques to resolve a conflict gone, wrong.
Anticipatory Set: Students will be asked to think of a bad conflict in their lives and write down how it ended up.
Instructional concept: Learning to use conflict resolution skins win help reduce the risk of violence caused by arguments.
General Knowledge Cues: 1) Discuss ways to say "no" to a fight. Eg. State your position, give reason, understand other person's position, restate your position, leave if s/he doesn't get it. 2) Talk about empathy. Try to see the argument from the opposite perspective. Say, "I hear your problem, let's see how we can work this out". 3) The do's and don'ts when trying to resolve a conflict. use "I" messages, be willing to compromise, listen for feelings, don't use "you" messages, try to win at all costs, let the situation turn violent.
Teacher Modeling: Teacher will give an example of a situation where "I" messages, empathy and negotiation skills were used to good effect.
Student Activity: In groups, students will make a skit in which an argument leads to a bad conflict on the verge of violence. They will then repeat the skit using conflict resolution skills and see how the fight could have been prevented.
Closure: Look back at anticipatory set and right down a way in which the conflict could have been resolved using the techniques learned in class.
Evaluation: (10 points) will be given if skits are corrected using "I" messages, empathy and negotiation techniques. (10 points) will be given for the correction of the student's personal example using the above methods.
Re-Teach Section: If I were to teach this lesson again, I would split the girls and boys up to see if there was a difference in the way they resolved their conflicts.
by Jana Black and Nancy Nostrand
Communicable and Chronic Diseases 6-8 Grade
National Health Education Standards: #1
Georgia Q. C. C-:H.9-12.39. Modifies personal diet relative to special needs (e.g., vegetarians, athletes, diabetics, food allergies, etc).
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 understand the importance of proper nutrition in reducing the risks for CVD, Cancer, and Diabetes.
Objective Statement: The student will interpret his/her score as determined by the worksheet, "How's Your Diet?" and relate four of the responses to disease prevention or risk.
Anticipatory Set: The student will complete the worksheet, "How's Your Diet?" (Insel/Roth, 1998)
Proper nutrition will allow for a healthier, longer life by reducing the risks of certain no communicable diseases such as CVD, Cancer, and Diabetes.
General Knowledge Cues:
1. Nutrition knowledge will reduce, the risk for cardiovascular disease, cancer, and diabetes as well as enable the
student to make healthy choices about his/her eating habits.
a. Food Guide Pyramid
c. Saturated fats and cholesterol
The teacher will put students into groups of two and give each student a Food Guide Pyramid. The teacher will then give the instructions for the activity and explain the following criteria: 1) The foods you select must be foods that you would eat, 2) The plan must include proper servings from each food group, 3) The plan must contain a variety of foods.
The students will create a one-day meal plan that is realistic, follows the Food Guide Pyramid, and contains a variety of foods. At the end of the lesson, students will answer the following questions for interpretation: How difficult was it to come up with a variety of foods? (If it was difficult, these students are probably not eating enough or eating too much of a food group, which may increase the risk of disease. If it was not difficult, tell about the diseases you are reducing the risk of and why)
The student will compute his/her sc-ore from the worksheet used in the Anticipatory Set. He/she will be rated excellent, very good, good, fair, and get help! The student will then interpret his/her responses in items # 1 5, # 1 7, # 1 8, and #2 1.
The student will analyze four of the responses he/she made on the worksheet and relate them to disease prevention or to risk of disease. The criteria for the analysis are as follows: 1) Why did you make that choice? 2) Does your choice increase or decrease your risk for disease and why? 3) Which disease(s) might your choice increase or reduce the risk of 4) How can you improve this eating habit (if it is a bad one)? 5) How can you help others adopt this eating habit (if it is a good one)?
The teacher will have a healthcare professional come to the classroom as a guest speaker. The guest speaker will speak to the class about the importance of a proper diet in preventing disease. The guest speaker will use real life situations to explain what can happen when a person maintains poor nutrition over a number of years.
I Just Can't Cope!
by Nadia Riley
Topic: Stress Management
National Health Education Standards: #3, 5
Georgia QCC: H.9-12.33 Develops and practices effective coping skills for managing stress to prevent self-destructing behaviors.
Students will use. stress management strategies more effectively to combat Stress.
Students will assess situations and apply the stop model to the situation and select the appropriate active, passive, or combination of both roping strategies to manage, the stressful situation.
Have students play stress symptom charade. Have them think of one physiological factor that is affected by stress and have them act it out for the class and have the class guess the symptom. (if a student cannot think of one provide on for them)
Most students have ways to cope with stress but need to chose a strategy that is appropriate for the type of stress they are experiencing. Understanding that some coping may regulate emotional aspects of stress and other efforts are directed towards solving the problem or a combination of both.
1.Active Coping Strategies: a method of adapting to stress that is based on changing the
source, or cause, of stress: "problem focused coping"
2.Passive Coping Strategies: a method of adapting to stress that is based on regulating the
emotions that cause stress: "emotion focused coping"
3.Stress management: using on or a combination of roping methods that is personalized and
comfortable to you in order to control that stressful situation.
a. Recognize the causes ;and be aware of the symptoms
b. Use some type of relaxation technique
c. Seek solutions for avoiding or controlling stress in your life
d. Be fit and healthy as possible
4. Endorphins: hormones released by body during period of stressor: its thought to suppress
pain and promote relaxation.
5. Nadia's stops for solution:
a. Fully think about situation
b. Pick strategy-decide if it will minimize nature of stress or emotional and physical effects
of stress or a combination of both
c. Select two coping strategies that you are comfortable with
d. Re-evaluate situation think of how to use personal selected strategies to manage stress
Place students into groups. Teacher will model a pre-written scenario for the carousel activity and go to the board and write below that scenario what coping strategy he/she would use so the students. understand the steps involved for the activity. After modeling teacher will a6w: brief question as to bow students are to get stated.
Students will be placed in groups of three. Each group will brainstorm and create a stressful situation that they all agree upon and added to. The situation could be fictional or true, after a situation is created they are to find a section on the board and write the situation at the very top of the board leaving room for class input. After all stories are on the board each group will visit another story that they did not create: read it and then individuals write which coping strategy they feel works best. (one tactic from either the active or passive coping strategy group) Each group is to visit each story and notate an individual answer as to which coping strategy they feel fits best. When each group has read and wrote their own personal response, we will sit and see how the results varied for each scenario/story.
Students will be asked to write on a sheet of paper what stress management means along with a brief past situation and decide which one of the coping strategies they used and state a new state a new tactic they might use in the future to deal with a stressful situation.
The papers will be collected from the students they will be checked/graded based upon:
1. If the assignment was completed
2. If they realize what stress management means
3. If they properly used a coping strategy for the type of stress they experienced
4. If they wrote down a new tactic they would use in the future for a stressful
situation. There are ton points possible and I point will be deducted for each missing
I would not change anything about the activity, I feel that a carousel activity was appropriated, the issues that were of greater concern are the structure procedures. For this lesson there was too much time spent making the scenarios to be put on the board. I could have given them a set number of sentences to write and pressed the time issue better. As far as the lesson I feel that I could have limited them to only answering 2 of the stories and spend more time looking at how the Class answered them and discover why. This would allow overtone set the different options that could have worked for them.
Injury Prevention: Hunting the
By Jody Beckham and Ramona Greene
National Health Education Standards: #1 and #3
Injury Prevention and Safety
Sixth and Seventh Grade
Q.C.C.: H.7.29 Examines factors contributing to accidents.
student will understand the relationship of three components of the injury prevention
model to the reduce the risk of unintentional injury.
student will examine one component of the injury prevention model and propose two
strategies to fix a safety hazard or behavior found in the school.
will ask the students to come up to the chalkboard and write down all of the injuries that
they have sustained in the last three months. When they are done, the teacher will ask two
or three students to explain how they sustained their injury, and ask them if it could
have been prevented by controlling their environment, activity, or personal
percent of all unintentional injuries are preventable if the person will think ahead about
controlling the environment, the activity, and the person.
1. Unintentional injury is an injury that
occurs when no harm is intended.
2. Unintentional injuries are the leading
cause of death in Georgia for ages 10-14.
3. Unintentional injuries are usually
caused by three factors: human factors,
environmental factors, and activity factors.
4. The injury prevention model states that
we should control our environment, activity, and person.
5. Unintentional injuries are not
accidents. They are predictable and controllable. It is estimated that ninety
percent of unintentional injury can be prevented if we think ahead about controlling the
environment, activity, and person.
will explain that the class will be placed into three groups for the student activity.
These groups will be searching for ways to control the school environment,
action/activity, and person. The teacher will then give examples of what to look for in
each component of the injury prevention model. The teacher will explain why certain
situations or behaviors could be a hazard and suggest ways to fix the problem so that it
is no longer a hazard that might cause injury. The teacher will also model how the
students are to behave in a group activity outside of the classroom.
will be divided into three groups. The first group will leave the classroom and search the
school for hazards in the environment that could cause injury. The second group will leave
the classroom and interview the school administration on the school policy for handling student injuries during school activities. The
third group will stay in the classroom and discuss personal behaviors which might cause
injury and how they could take personal responsibility for decreasing the likelihood of
injury for themselves. They would also list what and where they learned from classes
specific to safety and First aid. They will write down different ways that they could
change a behavior in those situations to prevent injury and stay safe.
will stay in the same group they were in for the student activity and become a buzz group.
The students will buzz about the different hazards and behaviors they found while looking
at controlling the environment, activity, and person. The students will then pick one
hazard or behavior they have found that can be fixed in their school. The students will
write a letter to the school administration stating:
1) the hazard or behavior that could cause injury in the school and 2) the two
suggestions they have come up with as a group to change or fix the hazard or behavior. The criteria for selecting the hazard and behavior
are: 1) it has to be something that can actually be fixed, 2) the letter must explain what
the hazard or behavior is and why it should be controlled for injury prevention, and 3)
the letter must include at least two
strategies for fixing the problem.
letters that the students have written and measure them against the criteria set forth in
the closure activity. The end product must have all three criteria, it must be in letter
form, and it must be legible. The students will then hand deliver the letters to Mr.
will role play the different situations they found to be hazards in the environment,
activity, or person. The role play will include the hazard or behavior that could cause
potential injury and the strategy they would use to prevent the injury. The role plays
will come from situations that were found in the student activity.
1. Insel, Paul M., and Walton T. Roth. Core
Concepts in Health. Eighth Edition.
Mountain View, CA: Mayfield Publishing Company, 1998.
2. The National Safe Kids Campaign Childhood Injury Fact Sheet.
National Center for Injury Prevention and Control
Division of Unintentional Injury Prevention
Mail stop K60
4770 Buford Hwy NE
Environmental Health 6-8 grades
National Health Education Standards: #3, #7
Georgia Q.C.C.: Demonstrates the characteristics of a healthy decision-maker as it relates to the environment.
Goal Statement: The students will understand the importance of not polluting the environment and ways to keep the environment healthy.
Objective Statement: The student will analyze the ten life skills of environmental health and give three examples to help keep the environment healthy.
Anticipatory Set: The teacher will divide the class into four groups. Each group will write a definition for "pollution" and give five examples of pollution in our environment. The teacher will then have one member of each group read their definition of "pollution" and the class will discuss the various definitions, along with the different examples.
Instructional Concept: The teacher will focus in the area of environmental health, which includes keeping the air clean, keeping the water clean, keeping the indoor environment free of Pollution, keeping noise at a healthful level, protecting oneself from radiation, disposing of solid waste properly, recycling, being aware of the effects of poverty and overcrowding, and cooperating with the environmental protection agencies.
General Knowledge Cues:
Ten Life Skills
1. I will be concerned about environmental issues.
2. I will keep the air clean.
3. I will keep the water clean.
4. I will keep my indoor environment free of pollution.
5. I will keep noise at a healthful level
6. I will protect myself from radiation.
7. I will dispose of solid waste properly.
8. I will recycle.
9. I will be aware of the effects of overcrowding and poverty.
10. I will cooperate with environmental protection agencies.
Teacher Modeling: The teacher will explain the ten life skills and give an example of each life skill. The teacher Will give only one example since students will be giving examples later in class. The teacher will be very specific with the directions and encourage the students to avoid vague answers, such as "smoke."
Student Activity: The students will continue to work in groups and each group will be given two of the life skills. The students will then develop three ways in which each life skill can be applied to the environment. Each member of the group will contribute to the activity and a class discussion will follow that relates each group's answers to practicing healthy behaviors towards the environment.
Closure: The students will now view a video in which various questions will be asked concerning the content covered in the days lesson. The students will hear a question and be given four possible answers. Twenty seconds will be given to answer the question and one member from each group will raise a flash card revealing their answer. The game will consist of three rounds, with each question having a value of five, ten, or fifteen points.
Evaluation: There are a total of twelve questions and a large majority of the questions were reviewed in class. Each group should have correctly answered at least nine of the questions correctly to demonstrate that they were paying attention during the first part of the class. Again, since each question related to environmental health, each group had an excellent opportunity to do well.
Ret each: Another way to approach this lesson would be to divide the class into groups of two. Each group would then be given one of the ten life skills. The group would then define the life skiff and list several ways in which people abuse that life skill Finally, the group will suggest ways to improve that life skill as it relates to environmental health.
Putting It All Together
By Chris Ridley and Nicholas Vatzakas
National Health Education Standards: #6
GA Q.C.C.: 9-12.4 Compares how alcohol, tobacco, and other drug use and nonuse impacts personal goals, educational opportunities, and occupational choices.
Goal Statement: The students will become aware of how drug and alcohol use destroys one's life.
Objective Statement: The students will propose one of the three behavior models, apply it to a personal issue, and give support for the selection of that model as the best.
The teachers will perform a skit using one of the behavior models.
It is important for you to know and be able to apply the three different behavior models into your everyday life.
General Knowledge Cues:
The three behavior models are:
1. Health and Well Being model: Develops health knowledge
2. Resistance Skills model: Resist pressure to engage in illegal behavior
3. Decision Making model. List possible actions
The teacher will have the students put themselves into groups of three and make up a skit involving one of the behavior models. The teacher will model the other two behavior models to demonstrate how they are different.
The students will perform their skits incorporating the behavior model, while the other students try to guess what the behavior model is and how the situation could have been handled differently.
The students will use on of the behavior models to interpret a personal issue. Students should state which model they choose.
The personal issue will be collected and evaluated by the instructor. The skit must present the correct behavior model and will be looked at as a group grade on participation and originality. Both the skit and the closure activity are worth 10 points. The personal issue will be graded for completion and relevance to the model that was utilized.
A follow up lesson will facilitate further use of the behavior models and allow the students to apply them in a different context.
Read it and Weep
By Kelly Dwyer
National Health Education standards: #3
Georgia QCC: H.9-12.2, H.9-12.4 recalls the leading causes of teen morbidity and mortality and formulates methods of prevention of each. Compares how alcohol, tobacco, and other drug use and nonuse impact personal goals educational opportunities, and occupational choices.
Goal Statement: The student will understand the impact teen drug and alcohol usage has on their families, their friends, and themselves.
Objective Statement: The student will express 3 personal effects alcohol and drug use has on three of the following: friends, family, and self
Anticipatory Set: A short clip from a movie dealing with teens and drunk driving will be shown to the students.
Instructional Concept: -Reaching optimal health means making good choices. Choices you make can affect others as well as yourself. A person needs to be aware of Health risks that arise from drug and alcohol usage.
General Knowledge Cues:
1. Impact of teen alcohol and drug use on:
A. Family (trust issues, behavior)
B. Friends (trust, peer pressure, suicide)
C. Self (low grades, irresponsibility, lack of motivation)
Teacher Modeling: The teacher will divide the students in groups of two. The teacher will tell the students to tell each other about themselves. (This could include hobbies, family members, dreams, etc.). The teacher will then instruct the students in writing an obituary on their partner. The obituary should include all information given by the other student., plus the cause of death, which must be alcohol or drug related, and who they left behind. After the groups complete the obituary, they will read them to the class.
Student Activity: The students will get into groups specified by the teacher and begin telling each other about themselves After they have written down details about each others life, they will begin to write an obituary on each other that will include cause of death, which must be alcohol or drug-related, personal information, and who they left behind.
Closure: The students will reflect on their thoughts about their own obituary. They will then write a half page on how it made then feel to listen to their own obituary. The student will include feelings of leaving loved ones behind and dreams or plans they would never see.
Evaluation: The evaluation will be taken from the product of the closure. The following will be the criteria:
1. Student must include at least 3 effects on them personally
2. Student must include at least 2 -effects on friends and family
Ret each: Student will research effects of alcohol and drug usage on self, friends, and family and write their own obituary including dreams, Plans family and friends left behind. The student will then write a paragraph on their feelings concerning their own obituary.
Heit, P., Meeks, L. (I 992). Comprehensive School Health Education: Totally Awesome Strategies for Teaching Health. Ohio: Meeks Heith Publishing Company, Inc.
Heit I. P., Meeks, L. Page, K (1996). Comprehensive School Health education: Totally Awesome Strategies for Teaching 114Wth. 2nd Ed. Ohio: Meeks Heith Publishing Company, Inc.
Relax, Just Do It!
by Meg Emery & Richard Mastrocova
Mental and Emotional Health Grades 6-8
National Health Education Standard: #3, #5
Georgia QCC: 9-12.33 Develops and practices effective coping skills for managing stress to prevent self-destructive behaviors.
Goal Statement: The student will become aware of relaxation techniques that reduce muscular tension.
Objective Statement: The student will select 2 out of 4 relaxation techniques that he/she can incorporate into his/her daily regimen.
Anticipatory Set: The teacher will have the students all stand up. The students win follow the teacher through a series of stretching exercises.
Relaxation training is beneficial to one's overall health and stress management when preformed on a regular basis.
General Knowledge Cues:
1) Relaxation Techniques
a. Progressive relaxation - tensing and relaxing muscle groups help awareness of muscle tension.
2) Breathing Techniques
a. Diaphramic breathing
b. Chest expansion
c. Quick tension release
3) Meditation Principles
The teacher will explain each of the 4 stations to the students. He/she will also demonstrate the relaxation and activities that are going to be performed at each station.
4 stations will be set up around the classroom; all exhibiting relaxation techniques. There will be a deep breathing station, a progressive or muscle contraction station, a step aerobics station and a meditation station. A teacher or monitor will be present at each station to demonstrate the principles of each form of relaxation.
Students will return their desks back to their original position. The teacher will ask if there are any questions or comments on any of the relaxation techniques.
The student will be asked to take out a sheet of paper. The student is then instructed to write a paragraph or 2 on how and when during the day or week at least 2 of the relaxation techniques can be incorporated into his/her life.
One way to teach this lesson with some effect would be to take the student out of the school setting to some location where you could control fighting, atmosphere, etc. The student would then be out of his/her normal atmosphere and they would be more likely to accept some of the principles of meditation training.
Relax, Relate, Release:
By Nadia Riley
Topic: Stress: Relaxation techniques
Georgia Q.C.C. H9-12.33 Develops and practices effective coping skills for managing stress to prevent self-destructive behaviors. National Health Education Standards: #3
Goal Statement: Students will be exposed to relaxation techniques and understand the benefit of using them.
Students will perform 3 of the four types of relaxation techniques to help them develop better methods for stress management and select 2 of the relaxation techniques learned to help them effectively deal with stress in the future.
Have students listen to various types of music. Ask them to share their emotion generated by the music. Have them describe what setting the music places them. Ask them if they like that music and why. Discuss whether or not this is a possible method to reduce stress.
In most cases students experience stress and do not have an effective plan for dealing with stress even though there are several methods they can use to relax the body. Using these relaxation techniques in time of stress students can deal with stress healthier and manage stress better.
Deep Breathing: used for on the spot tension relief, as well as for long term stress reduction.
Music therapy: listening to music to rid the body of stress during a stressful situation.
Mediation: way of telling mind to be quiet for a while
Visualization: Promotes relaxation or improve, performance that involves proving performance that
involves creating or recreating vivid mental pictures of a place or experience.
Biofeedback: realizing some outside factors that tell you the body is under stress.
Progressive Relaxation: method that requires no imagination, wallpaper or self-suggestion.
Teacher will put in the tape for the deep breathing activity and monitor the class. Teacher will lead the exercise/muscle tension exercises and give examples of the proper way to do the exercises. Teacher will be the voice and conduct the visualization portion of the activity, he/she will change the music monitor the room and give instructions before each activity.
Have the student get comfortable in their chairs or lie on some blankets on the floor. 1. For the first eight minutes have them do a deep breathing activity with the lights off. This tape is pro-recorded and made especially for this activity. 2. For the second part students will be introduced to a relaxation/visualization exercise. Here they will still be in a related state, with the lights off, and with their eyes closed they will use the mind to help them imagine the setting that the teacher will be introducing to them. Quiet, soothing music will play to set the tone. 3. Tension exercises to release muscles. There will be for different exercises demonstrated and students will follow the teacher as he/she does the exercises. (5 min.)
From the activity that students were introduced to during class, have them select two activities. Write a relaxation exercise of your own please include: What is the appropriated place to do your technique, how long it should be so you will benefit from it working, what two categories does it fall under (exercise, deep breath, progressive relaxation)
The papers will be collected and checked for: completion of the assignment, what 2 activities were selected, if the place, time, and category are identified. If all these components are present then a total of 1 0 points out of 1 0 points will be given.
The one area I would change for this activity is the sequence. The next time I introduce the lesson I will have the exercise tension part done first followed by the deep breathing and then finally the visualization/imagery relaxation activity. I would also make sure that once the lights were off that they did not come on for any reason, I would have a small flashlight to help me see the radio when changing the CD's for the activity'. This well help to maintain that comfortable atmosphere for the activity and not break the students concentration.
by tglko& Christopher Ridley
National Health Education Standards: #
Georgia Q.C.C.:2.32 Analyze stress and its effect on all aspects of health and wellness.
Goal Statement: The students will understand the three stages of General Adaptation Syndrome.
Objective Statement: The students will differentiate the three stages of General Adaptation Syndrome.
Anticipatory Set: The students will discuss a particular scenario designed by the teacher. Then students will be picked to act out the scenario (Ex: Your at home and your boyfriend is over and you are not suppose to have company. Your mom comes home early). The reactions to the scenario will be discussed.
Instructional Concept: General Adaptation Syndrome (GAS) is the body's attempt to react to and adapt to stressors. There are three stages: Alarm, Resistance, and Reaction.
General Knowledge Cues:
Three stages of GAS
1. Alarm- Affects the autonomic nervous system.
2. Resistance-Blood pressure rises
3. Exhaustion-Body is traumatized.
The teacher will model through administration and instruct the task. During the task the teacher will facilitate by walking to each group, making sure they are on task and answering questions.
The class will divide up into two groups. A friendly competition of jeopardy will b e played. The instructor will ask a member from each team to go to the board. A question will be asked about GAS or symptoms of stress. The student who answers the question first will receive 2pts and the other student gets I pt if the answer is written down but not fast enough. Team ahead after all questions will win.
The students will give an example of a personal experience that was stressful and discuss which of the GAS stages were noticed.
Evaluation: The students will be given a quiz consisting of multiple choice and matching at the end of class.
Ret each: The teacher will have the students write a short paper discussing the three stages of General Adaptation Syndrome and it's effect on the body.
Turn Off The Tube and Move
By Kris Dobbs
National Health Education Standards: #6
Georgia Q.C.C: 9-12.19 Identifies the benefits of setting goals for maintaining a healthy body.
Goal Statement: The student will understand how to decrease the risk of diseases through physical activity.
Objective Statement: The student will design a personal exercise plan that includes one activity from each of the five components of physical fitness in order to reduce the risk of non-communicable disease.
Anticipatory Set: The student will come to class and complete an assessment handout called " Physical Activity Checklist" from Personal Health 2nd ed. By Floyd, Mims, and Howard, p.373. We will then briefly discuss the results.
Physical activity has been shown to reduce the risk of cardiovascular disease, diabetes, obesity, cancer, and musculoskeletal problems such as arthritis.
CVD: improves circulation of blood and strengthens the heart muscle
Diabetes and Obesity: burns calories and helps use excess sugar.
Cancer: helps with obesity problems and increases protective hormones.
Arthritis: helps to protect muscles and joints.
General Knowledge Cues:
1. To achieveoptimalphysicalfitness,5componentsaretobe addressed.
a. Body Comp.
b. Cardiovascular fitness
d. Muscular endurance
e. Muscular strength
2. For the 5 components to be effective, they must follow the FITT formula
F= Frequency ( 3-5 days a week)
I= Intensity ( elevated H.R)
T= Time (15-30 mines.)
T= Type ( what kind of exercise)
The teacher will tell the groups that they are to divide themselves into four groups. The teacher will then give each group a slip of paper that has several facts about exercise. You will then explain to each group that they are to select a favorite television show. After they select a show, they are to create a news story that will interrupt the TV. show that the whole class is watching. The news story will focus on the facts that were on the group's slip of paper. The teacher will be available for help on creativity and content of the story. The teacher will also provide an example. Each member is to present something.
The students will select their groups and create a news story from the facts they were given. They group will tell the other students to pretend they are watching the selected show. A group member will then state,' we interrupt this show to bring you the latest reasons why you should Turn off the Tube and Move!!!." They will then present their material.
The student will finish item 1 and 2 at the top of the assessment from the beginning of class.
The student will complete the contract given to them labeled, "commitment to Exercise." The contract must be signed and completed by identifying at least one activity they would do for each of the 5 components discuss earlier. The contract will be graded according to completion and accuracy.
The teacher will have the 5tudent use the internet and develop a fitness plan that would cover all 5 components of fitness and explain how physical activity aids in reducing the risks for non-communicable diseases.
Up and At'Em!
by Jana Black and Nancy Nostrand
Communicable and Chronic Diseases
National Health Education Standards: #6
Georgia Q.C.C:H.9-12.19 Identifies the benefits of setting personal goals for maintaining a healthy
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 understand how to delay onset and reduce the risk of CVD
through physical activity.
Objective Statement: The student will appraise his/her personal barriers to participating in physical
activity and propose two strategies for removing the barrier.
Anticipatory Set: Desks will be moved, and five step benches will be in place on the floor. The students will choose a partner and decide who is more physically fit. The student who is deemed the fittest will participate in a 3-minute step test. His/her partner will serve as a counter to make sure. the participant steps to the beat. The teacher signals when to begin the step test and the participants follow the step sequence for three minutes. At the end of the test, the teacher says, "Stop, sit down." The participant immediately sits and the partner quickly locates the pulse. Ten seconds after the "Stop" command, the teacher gives the command "Start." This signals the partners to begin counting the pulse. After one minute, the teacher calls "Stop." The number of heartbeats counted during this one-minute period is immediately recorded as the student's score.
Regular physical activity will strengthen the heart muscle, maintain circulation, and thereby increase cardiovascular health.
General Knowledge Cues:
1. Components of health-related physical fitness:
a. Cardiovascular Endurance
b. Body Composition
c. Muscular Strength and Endurance
2. Target Zone for Cardiovascular Benefits
a. F-frequency (how often)
b. 1-intensity (how hard)
c. T-time (how long)
3. Benefits of Exercise to Heart Health
a. Strengthens heart
b. Improves circulation
1. Decreases LDL
2. Increases HDL
The teacher will instruct students to complete the worksheet, "What's Your Excuse for Not Exercising?" (Insel/Roth, 1998). After completion of the worksheet, the teacher will instruct all the students to move their desks, find a step bench, and move to an open area. The teacher will provide the same instruction as she did in the Anticipatory Set.
The students will complete the worksheet, "What's Your Excuse for Not Exercising?" (Insel/Roth, 1998). The students will then follow the same procedure as they did in the Anticipatory Set, except they will not be paired with a partner. Every student will perform the step test take his/her own pulse, and record his/her results.
The student will calculate his/her target zone and interpret his/her fitness according to where they rated in the target zone.
The student will appraise his/heir personal barriers to participating in physical activity by scoring the worksheet used in the Student Activity and will propose two strategies for removing those barriers. Appraisal Criteria: 1) All circled answers are placed in the correct category at the bottom of the page, 2) The category with the most points is identified, 3) Two strategies for removing the barrier are proposed.
The students will perform the step test on an individual basis. The teacher will then guide the student in taking and recording his/her pulse. By performing the test in front of the teacher only, the student will feel less embarrassed, and the test will yield truer results.
Want to Shout? Work it Out
By Meg Emery and Richard Mastrocova
Mental and Emotional Health
National Health Education Standard: #5, #6
Georgia QCC: 9-12.33 Develops and practices effective coping skills for managing stress to prevent self destructive behaviors.
Goal Statement: The student will understand major defense mechanisms used as emotional responses to stress.
Objective Statement: The student will differentiate the seven defense mechanisms and will appraise three different mechanisms he/she uses.
Anticipatory Set: Two guest speakers will act out a short skit dealing with the defense mechanism of denial. This short skit will lead up to our lesson on defense mechanisms.
A defense mechanism is an internal reaction to a stressful situation. An individual rearranges his/her internal thoughts and feelings to cope with a stressful situation.
General Knowledge Cues:
Defense mechanisms are used as coping strategies for emotional stress.
a. Denial-refusal to recognize reality
b. Compensation-covering up faults or weaknesses by trying to excel in other areas
c. Repression-painful thoughts or feelings are pushed away from conscious thought
d. Regression-acting less maturely than you usually would
e. Displacement-shifting one's feelings about one person or situation to an object or another
f. Daydreaming-the creation of make-believe events that seem more pleasant or exciting than
the real world
g. Humor-finding something funny in unpleasant situations
The teacher will explain the role play game to the students. The teacher will also give an example to the students by acting out one of the defense mechanisms and letting the students try and guess which one it is.
The class will break up into two teams. Two people on a team will come up and draw a card. On the card a scenario referring to one of the seven defense mechanisms will be listed. The two students will have 30 seconds to act out the defense mechanism to their team. If their team does not answer properly, the other team gets to try to act out the defense mechanism. One point will be given for each correct answer. The team with the most points at the end of the game wins.
The students will show the instructor their daily log up to this point. The instructor will answer any problems or concerns regarding the class up to this point. The teacher will hand ma a sheet with the seven defense mechanisms listed on it The students will have to use this sheet to select three mechanisms he/she most often uses.
The student will be given a handout with the seven defense mechanisms listed on it. The student must select three mechanisms that he/she most often uses and state how they are used in different situations.
If I were to teach this lesson again, I would have the students just take notes from the overhead projector. I would also have the students take a short matching quiz differentiating between them different defense mechanisms.
What's the Problem
Neil Howe & Joy Ward
Date: September 1999
Grade Level: 6-8 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.
Goal Statement: Students will be aware of conflict that happens in their own life.
Objective Statement: The student will integrate at least four warning signals into the writing of a story about conflict.
Anticipatory Set: Before the lesson starts, the students will be asked to right some warning signs of conflict on the board.
Warning signals are markers to help reduce violence by early intervention.
General Knowledge Cues: 1) Discuss how conflict is a part of daily life, parents, friends, traffic, inner conflicts, etc. 2) Talk about the warning signs and precursors to conflict, raised voices, nasty looks, name-calling, insults, baiting for a fight, threatening gestures, bringing in others to take sides, mocking, in-your-face attitude, racial slurs, gossip or rumors, and the silent treatment.
Teacher Modeling: Teacher will give an example of a conflict story. Such as, I thought that John was mad because he started giving me dirty looks, but would not talk to me. One day he said, "Hey stupid, you better look out!" He told me I would pay for stealing his girlfriend. Students will get into groups of three or four.
Student Activity: The student groups will write their own conflict story. They must make sure to include 4 warning signals into their story. Groups may volunteer to act out their conflict story if they like. The class will identify the type of conflict and the warning signs demonstrated in the skits.
Closure: Each student in the group will select one of the warning signs that were used in their story. They will write about what this warning sign is and tell how it was used in their group's story.
Evaluation: Conflict stories will be evaluated on 1) whether the story includes 4 warning signs (10pt.) and 2) the student's individual writing about the warning signal, what it is (5pt.), and how was it used in the story (5pt.). All writings must be legibly written and in understandable language.
Re-Teach Section: If necessary student will read the second lesson in the conflict resolution section in his health text, starting on page 736 and answer questions 1-4 on page 739. Turn them in during the next class (20pt.).