Lessons
Lesson 1:
What is
Health and Wellness?
Duration: @ 1 class
period or 45 minutes
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Today
we are going to start the unit, Introduction to Health. The big picture for
this entire unit is to understand that every choice and decision and you or
I make has an affect our health and on others as well. Also, decisions and
choices made by others can affect us. The lesson today is going to help all
of you understand what health is so that we can have a deeper understanding
of the affects.
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Open your notebooks and write your heading as Introduction to Health
Unit. From here on out, you will do all of your work in your notebooks. This notebook isn’t just for informational notes, but also to record your
thinking processes and comments.
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In
your notebooks, write down as many words, terms, titles, etc. - that you
think are related to health as you understand it. You have 2 minutes,
begin.
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Share your list with another classmate. Pick
a person from your row and compare your lists with each other. By comparing
your lists, was your brain sparked with more ideas?
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 Now we are going to see what the entire class came
up with. I am going to give each row a marker to use on the boards in front
of the class. The first person in each row is going to go to the board and
write one of their ideas. When they are done, they will hand the marker to
the next person in the row for them to write. Each person in the row will
take a turn. If there is time remaining, anyone in the row that can add
another term should take the marker and do so. Here is one major guideline
that you must follow: no terms can be listed more than once! Your entire
row must be watching the students from the other groups to make sure this
doesn’t happen. You are allowed to yell terms to your teammate to add to
your list. Let’s see which row has the most ideas. We will do this
activity for 5 minutes.
 We have a lot of ideas about what health is! All of
you have a perception of what health is; let’s put some terms and
organization to your thinking. By using your past experience and the lists
on the board, try to come up with a method to categorize the different
health topics. What are some of the different elements of health? Good you
came up with the three main areas, physical health, social health, and
mental/emotional health.
 In your notes, create a chart to compare and categorize the
different areas. Your instructor will demonstrate how
to do this using resources from A Handbook for Classroom Instruction That
Works: Module 2, Classifying. Create a column for each of the areas. Underneath each area of health, create a row for definitions. In the
definitions row, write down your own definitions for each element of health
as you understand it at this time. What are some of the definitions that
you have come up with for physical health? Mental/emotional? Social? These
are a great start. Let’s take a look at how our text defines health.
Please read pages 4, and 10 - 11. Draw a line under your personal
definitions for the health elements. In this section write the term
definitions as presented by the text. Compare the two definitions. How
similar or different were they?
I would like you to work with the person next to you.
Classify as many of the ideas on the board that you can based on your new
understanding of the definitions.
Were
any of the ideas hard to specify in one specific area? We will be looking
at this thought in greater depth more tomorrow.
Homework for tonight will involve reading and informal outline note taking.
(Create a link to A Handbook for Classroom Instruction That Works: Module 6,
Note Taking) I would like you to read more about health for our discussion
tomorrow. Please read pages 4 -6 and 10 - 16. As you read, I would like
you take notes. Pay particular attention to terms as well as the main
concepts or ideas.
Lesson 2:
What Shape I am In?
Duration: @ 1 class period or 45 minutes
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Yesterday the class came up with a lot of different thoughts about
health and you did some note taking on the topic as well. Pair up with
a classmate and share and compare your notes with one another.
I would like to
check your understanding so far. I need students to volunteer to
discuss the key terms you identified in your reading? What were some of
the main concepts from your reading? Thank you.
You have learned that health is a combination of physical,
mental/emotional, and social wellbeing. Today you will be evaluating
your own health in all three elements. To do this, we will be looking at
a variety of lifestyle factors and risk behaviors. These are two terms
that were in your reading last night. What a lifestyle factor is? What
is another term that we could use synonymously with “lifestyle factor”
that is easier to remember? Yes, lifestyle factors are habits. How
about risk behaviors? What makes a behavior risky? Correct, if it
could cause injury or illness to you or others, it is a risky behavior.
Does anyone recall what a cumulative risk factor is? Give me an
example.
You will now do an assessment of your health and wellness identifying
your personal lifestyle factors and risk behaviors. Health Awareness: What is Your Level of Wellness?. At this time, respond only to the 12 key
points, we will address the other aspects of the assessment as a class.
You will have approximately 10 minutes to complete this. If you have
any questions, please ask.
Let’s take a
look at this assessment as a class. Are there any statements that you
think should be added to the assessment of physical health?
Mental/emotional? Social? If so why?
Before we move
on, take a minute and evaluate your level of health on a scale from 1 -
10, 10 being the highest. This is very similar to placing yourself on
the continuum of health that you read about in your assignment last
night. What is a continuum and what would the 1 and 10 stand for on our
scale? You will use these numbers as a ratio when completing an
assignment tonight.
Now answer the
four questions at the end of the assessment. Be prepared to discuss
your answers.
Do you think
that any of the areas of health are related? Can you tell me why? What
lifestyle factors in from the physical element of health, could impact
the other two areas? How about a mental health issue that impacts
physical and social health?
In your text,
health was drawn as a triangle, who could explain why this was done and
how the areas of health were represented?
You are going to be doing an activity that will
pictorially express your level of health as well as presenting something
unique about yourself as well. You are going to do the assignment
What Shape I am In. This assignment
is to be completed by class tomorrow. You will be presenting yourself
as a shape. You may use any medium that you wish to create your shape -
computer graphics, magazine pictures, etc.
For tomorrow,
have your shapes completed and ready to present. Also, I would
like you to take a broader look at this relationship between choices and
the elements of health. Locate a current event that are taking place in
our local community, nationally, or even world wide, that will or could
affect the health of all individuals in this classroom? Write down your
thoughts to share in class tomorrow.
Lesson 3: Sharing Our Shapes
Duration: @ 1 class period or 45 minutes
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Before we start presenting
our “Health Shapes” to the class, turn to a classmate and share the
current event that you located and explain how you think it will impact
the students in this classroom and school. Would anyone like to share
any of their thoughts with the class?
Now,
each of you will be sharing your health shape with the class today. As you
present your shape, I would like you to tell the class why you picked the
shape that you did and one personal strength that you have in each area of
health. I will write this on the board so that you can refer to it. At the
end of each presentation, the presenter can take two questions from the
class.
Before we start, let’s review proper behavior and treatment of others while
they are presenting. Remember, every student needs to feel safe in this
class and every student is respected as an individual. What guidelines do
you think that we should abide by for this activity?
It was so nice to learn about each of you and about your health.
You have assessed your health, what we need to explore now is the
“why” aspect of your health. Why is your health the way that
it is? What influences your health level?
To
explore this issue, I would like you to select a partner. Pick someone with
whom you have not worked with before. Select someone that you found a
commonality with by participating in the class sharing of shapes.
Now, that you have found your partner, I would like you to
open your book to pages 12 - 17. This section of the text refers to a
variety of health influences. I would like you to work together to develop
mapping notes of this information. (Create a link to A Handbook for
Classroom Instruction That Works: Module 6, Note Taking)
Tonight for homework, add another element to your webbing notes. Review the information on the
different health influences. After doing so, add another layer to your
webbing notes. This layer will consist of examples of your personal
influences. Let’s do one together so that you understand. On your webbing
notes find the influence titled heredity. What traits have you inherited
from your parents that has affected your health? Are you athletic, are you
considered attractive, are you outgoing or shy? Create new bubbles to add
your information. Any questions?
Lesson 4:
Putting It Together
Duration: @ 1 class period or 45 minutes
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Yesterday you ended the day learning about
health influences. Without looking at your notes, who can tell the class
about one of the influences? Who can tell us about another one? Which ones are we missing? Which one of the influences do
you think that you have the most control over? Behavior is definitely
in your control. Today we are going to do an activity that looks at your
behavior, what has influenced that behavior, and if you think it is a
negative or positive influence.
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Divide a sheet of paper into grid of
approximately 12 rows and 4 columns. Label the columns “Activity“, “Element
of Health“, “Influence”, and “Effect.”
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In
the Activity column, write down all of the activities that influenced your
health through for the last 24 hours. For example, I ate breakfast with my
family before school. If you need to add rows to the grid, do so. Now
that you have listed your activities, go to the column that says element of
health. Identify what element of health was being influenced by your
activity. Could an activity affect more than one health element?
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Complete the third section of the grid by identifying what influenced you to
engage in each activity.
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Now,
check the influence and decide whether it had a positive or negative impact
on your health and why.
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An
example for one row of the grid may be as follows: (1) activity - watched TV
and ate potato chips, (2) element of health - physical and mental, (3)
influences - media and behavior, and (4) a. negative because the commercials
for Doritos made me want to snack and b. negative - because I chose to watch
TV out of boredom.
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Complete your grid.
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Compare your grid with a classmate. How are your influences the
same or different? Did you respond to the same influence in a different way?
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Write a paragraph about what you have learned about influences and what the
major influences in your life are and how they impact your health.
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To end class today, I would like you to evaluate how well
you have understood the lessons thus far. I am going to hand our a self
check over the information that we have covered thus far. Please complete
it and turn it in as you leave class today. (Create a link to Chapter 1 Self
Check)
Lesson 5: Skills I Need to be Healthy
Duration: @ 1 class period or 45 minutes
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Yesterday you gathered information on the various things that influence your
health. What we are going to do today is look at some skills that you could
use, behaviors in which you could engage, that would enable you maintain and
promote positive health in all areas of health.
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On a
piece of paper I want you to do some brainstorming. You may work with
someone next to you in this process. Answer the following question: What
could you do to promote or improve your health? Make sure that you consider
all of the different health areas in the next few minutes.
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Share some of your ideas with the class.
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You
already have a good idea about what you can do to stay or become healthy. What we are going to do today and tomorrow is give names to the skills and
provide more in-depth information about each of them.
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Today, we are going to take a look at the different skills
presented to you in your health text. There isn’t a lot of reading or
information, but this information could make a huge impact in your life. As
you read the information, try to think of a personal time in which you could
have used this skill or did use this skill in your life. Read pages
28 - 32.
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An
important skill to have in life is to learn how to organize information that
you read and how a certain text is organized as well. This skill will
greatly impact your mental health! So, thinking back on your reading and
still looking at the pages. How could you organize this material into
webbing notes or a content map? What would you put in the center of the
map? What will you put around the outside? Good.
I am now
going to give you a copy of the map you just came up with.
(Make a link to A Handbook for Classroom Instruction That
Works: Module 6, Mapping Notes)
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This map is going to provide to you a summary of all of the
health skills and general definition of each skill. You will need to
summarize the reading that you did earlier today. Tomorrow is when we will
get more specific. Work with another person if you would like to create
your summary statements for each skill. After you are done, different
students will be asked to read their summary statements for each health
skill. Don’t forget to summarize the term Health Skills! Let’s start
working, please raise your hand if you need any assistance or clarification.
I will be circulating around the classroom reading summaries to locate
examples of good summary statements by students to use as models.
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Write a summary sentence that
clearly depicts a specific health skill.
Lesson 6: Health Skills In-Depth
Duration: @ 1 class period or 45 minutes
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There
are index cards of three different colors, as you walk into class take a
card an index card and hang on to it.
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Each
of you have an index card. We are going to use these cards to make groups
for class today. There are three different colors of cards, you must create
a group of different colors. Create your group and fix your desks so that
you are in a circle and can communicate easily with one another. I will
collect your index cards at this time so that I can re-use them tomorrow.
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Yesterday we completed an over-view of five different skills that we can use
to help us to remain or become healthy. What are the 5 different health
skills that we summarized yesterday? Today we are going to
take a closer look at these skills.
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Take out the Chapter 2 Content Mapping
(Mapping Notes) hand
out that we did yesterday. You will use this to help you today. I am
handing out Chapter Content Map 2. (Create a link to Chapter 2 Content Map
2) This map deals with the information on Interpersonal Skills. What I
would like your group to do is assign a section to each member. The
sections are interpersonal communication, refusal skills and conflict
resolution. Each one of you will take notes on the section that you were
assigned. After the entire group has finished gathering information, each
of you will teach your section to that other group members. The teaching
must be done verbally.
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We
have finished the Interpersonal Skills Map, now each of you will be mapping
notes on a different skill. There are three skills remaining, assign one to
each member of the group. This time you will design your map as well as
gather the information. Remember, mapping notes not only present information
but represent the relationship between the different bits of information.
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Teach
your map to your group members. Every group member must have all maps
completed on the assignment sheet. You will be using this information in
the future.
Lesson 7: Health Skills In-Depth
Duration: @ 1 class period or 45 minutes
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Get
into your groups that we created yesterday. Take time to
make sure that everyone in your group has complete information on the
different health skills. While you do this, I am giving you the index cards
that you had yesterday.
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Is everyone satisfied with the information that you have
recorded? Now we are going to mix up the groups, and you will be comparing
your information to that of your classmates. To group yourselves this time,
find two other individuals that have the same color of index card that you
do.
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With
your new group, compare your information. You may need to add information
or clarify information once you learn a different perspective on each skill.
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Stay in your groups and keep your mapping notes on your
desks. You will use your notes to complete an assignment on the
Health Skills Activity. As you do this activity,
please make your answers as specific as you can. For example, some of the
skills have sub-topics so an answer may look like this: Interpersonal skills
- refusal skills or Analyzing Influence - internal influence.
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it looks like the class has completed the assignment, let’s go
through your answers as a class and discuss why the answers were selected.
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To
finish class today I would like you to write a paragraph about three
different health skills that you think that you could utilize in your life
now or that you are already using.
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Your homework for tonight is a
brainstorming activity. Make a grid with three columns - in one column list
the health skills with the sub-categories. In the second column, list as
many career or community service organizations that you can think of that
have been created to help people develop or improve upon for each health
skill. In the third column write how you have benefited or could benefit
from the helping professions of each skill. An example:
(1) Self-management
/ Healthful behaviors,
(2) 24 hour fitness, YMCA, Yoga classes, nutritional
consultants, websites on the food guide pyramid, etc.
(3) hire a personal
trainer to improve my physical fitness and chart my diet on the website.
Lesson 8: Decision Making Health Skill
Duration: @ 1 class period or 45 minutes
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Please turn in your assignment from last night. What were some of the “health” careers and services that you came up with?
It is quite amazing when we consider the enormous impact that this issue has
on society and the economy. Does anyone have a parent that works in the
field of “Health Skills?” What do they do? Do you have any questions about
the skills we have addressed so far?
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The
first section of the chapter dealt with five skills that are very important,
but we must look at a couple more. These last two skills are a foundation
to utilizing the other skills. The last two skills we will discuss are
decision making and goal setting. Today we will discuss and practice a
decision making model. Tomorrow we will make a decision in regards to
setting some goals.
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How
many decisions do you think that you have made already today? Are some
decisions made quickly and easily? Do some decisions need more thought and
reflection? We will call those types of decisions, big decisions.
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Do teenagers have big decisions to make? What are some of the
big decisions? I will write them on the board as you identify them.
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Now
that we have identified some of the big decisions that teenagers might have
to make, or are already making, we can use this information in our activity
today.
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I am
going to number you off so that we have 3 people in a group. Get into your
groups for instructions.
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and application) I am handing out a decision making activity. You will be completing this activity as a group and handing in your work as
a packet. Each one of you will be responsible for the writing requirement
for one of the scenarios that your group creates. (Create a link for the
Decision Making Activity).
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As a
group, you will pick three of the big decision topics that you would like to
address. You will create a scenario that a teenager might find themselves
and you will use the decision making model found on page 34 of your text to
help the teenager come to a healthy decision.
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Turn in your packets now. I heard introspective discussions taking place,
that is a great way to make good decisions and choice, by discussing the
issue with trusted friends.
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Homework for tonight is going to require you
to interview a parent or guardian. If a parent or guardian is not
available, find another adult to interview. Ask the following
questions:
(1) What are the big decisions that you face as an adult and
(2) Do you have a thinking process that you go through to make your
decisions.
After the interview, write a summary of your findings.
Lesson 9: Goal Setting
Duration: @ 1 class period or 45 minutes
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How did your interviews go? Did any of you find that some people
use a very similar decision making model to the one you practiced in class?
Big decisions usually require some sort of action to take place. Sometimes
that action may require thought and planning in order to achieve the desired
outcome. We call this sort of planning, goal setting.
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Today
you are going to make a decision and set a goal.
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I am
going to take you through some steps that will help you to identify a goal
as well as some possible strategies. Write down your thoughts as we go.
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Look
back at your health assessment sheet. Pick an area or two from each health
element that you know you need to work on or improve. For example:
(1)
physical health - exercise more and get more sleep,
(2) social health -
learn to be assertive in all of my relationships, and
(3) mental/emotional
health - manage stress better by expressing my emotions.
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Identify the health skills that you could use to guide the action that you
take to achieve your goal.
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This will give you a great start in our goal setting activity Make
Wellness Work for You.
(Create a link to Make
Wellness Work For You) This activity will guide you through a great goal
setting process. This assignment is to be done on your own and will require
introspection on your part. This needs to be completed and turned in
tomorrow.
Lesson 10: Unit Conclusion
Duration: @ 1 class period or 45 minutes
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Please take out your Make Wellness Work For You activity. Identify one or
two people that you would feel comfortable talking with about your goal.
One of the important aspects of achieving a goal is having support from
those around you. Find a partner.
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Take about 5 minutes each to talk about the goal that you have
set, how you intend to achieve it, and who you are going to ask for
support.
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The
next goal I hope that you will all embrace is to succeed on the written
final of this unit. I would like you to continue to work with the partner
that you have been working with.
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Go
through your notebooks and highlight the terms that you think were an
essential element of your understanding.
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Identify what the big ideas and concepts were in this unit.
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Class
discussion on the highlights and the expectations for the exam.
Lesson 11: Skills Test
Duration: @ 1 class period or 45 minutes
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Today
we will be taking an exam over the material covered in our first unit, the
Introduction to Health unit. Please take everything off of your desk except
for a writing utensil. When you have completed the exam, turn it face down
on your desk and remain quiet until all of your classmates are done. (Create
a link to the Introduction to Health Unit Exam).
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Before we leave today, I would like you to respond to the following
statements on a piece of paper and turn it in before you leave. Use the
scale of 1 - 5 that we have used previously.
___ 1. I was prepared for the test today.
___ 2. The test questions measured what we learned in the
unit.
___ 3. My teacher prepared me for the exam throughout the
unit.
___ 4. I can apply the information I learned to my life
outside of this classroom.
___ 5. I understand how my decisions and choices affect my
health.
___ 6. I understand how my decisions can affect the health
of those around me. |
