Grade Level: 9 - 12    Subject(s): Personal Health

Core Curriculum Objective(s): Describe the interrelationship of mental, emotional, social and physical health throughout adulthood. Analyze the short and long term consequences of life decisions on emotional and social health.

Students will apply their knowledge of the seven lifestyle factors by rewriting the script for a play to reflect the lifestyle changes necessary to live a healthy life. As a final project, students will use their knowledge about health to create a health, wealth, and wisdom calendar.

Purpose/Essential Question(s):

What is health? 

What are the three aspects of health? 

What is the interrelationship among mental, physical, and social health? 

How does your behavior affect your health? 

How can I improve my health? 

What are lifestyle factors? 

What is the life expectancy of the average individual today?

Resources and Instructional Materials:

936 Eastwind Drive
Westerville, Ohio 43081
Pages 3-9

Guided Reading Activity 1

Reteaching Activity 1

Workbook Chapter 1 Application Activity

Lesson Quiz 1

Transparencies

Overhead Projector

Magazines

Construction paper

Glue

Scissors

Graph Paper/sample worksheet

Pictures of activities (running, skiing, exercising, driving, etc.)

Crayons/ruler

Web sites:

Carolina Healthstyle Food Game (incentives or game prizes - optional)

Computer with calendar creating capabilties (Calendar Creator, Print Shop, etc.)

Health, Wealth, and Wisdom - The Three Dimensions

Day 1

Essential Questions:

What is health? 

How does your behavior affect your health? 

How can I improve my health?

Launch Activity

Students will look at the photographs of several activities. Ask the class whether the activities involve risks. (Example: The person could fall and be injured. The person could be in an accident?) Students will identify how the people in the photos are minimizing risk. (Example: The person could dress appropriately. The person could wear protective gear. The person could wear safety belts.) The teacher will point out that although many enjoyable activities involve a degree of risk, that risk can often be minimized through planning and precautions.

Does a person's behavior affect their health? How does a person's behavior affect their health? How can a person minimize health risk or damage to their body?

NOTE: Teachers could use a picture splash for this activity.

Distributed Guided Practice

"Your Health, Your Responsibility" pages 3-9.

The class will discuss the terms health, wellness, and Health and Wellness Continuum.

The class will compare their definition of health to the definition of health given by the textbook and the World Health Organization.

Web site:

http://www.who.ch/

Explanation and discussion

Using a transparency (Health and Wellness Continuum), the teacher will illustrate and discuss the Health and Wellness Continuum. Students will draw the Health and Wellness Continuum. The class will give examples of different levels of health. After presenting the Health and Wellness Continuum, students will try to determine where they stand on the continuum. Students will privately list their good health habits and their poor health habits, as they see them. The teacher will discuss examples of both good and poor habits, being careful not to ask students to report on their own habits. Topics might include regular exercise, eating breakfast, using safety belts, getting the appropriate amount of sleep, and using and abusing alcohol.

Self Inventory - What is Your Level of Wellness?

Students will take, score, and interpret the self-inventory What is Your Level of Wellness? (page 22 - Glencoe: A Guide to Wellness)

NOTE: Please remind students that this inventory is for their own use, therefore it is important for them to answer the questions truthfully.

After taking the self-inventory, students will select an area in which they scored low and have them set realistic goals for themselves. Ask students to privately write out their goals for improving their health. Using the goal-setting process students will complete the following statements:

* The behavior I would like to change or improve is . . . . .

* If this behavior were completely changed, the benefits I would receive are . . . . . . .

* The steps involved in making this change are . . . . .

* The people I will ask for support and assistance are . . . . . . .

* My reward for achieving this goal will be . . . . . . .

NOTE: Remind students that as they learn more about personal health throughout the year, they may wish to modify their goals or consider how they can better achieve them.

Small Group Oral Presentations

In collaborative pairs, students will discuss and explain the following statements to the class:

* You have no control over your level of health

* You have total control over your health

* You have some control over your level of health

* If you have your health, why think about it

* If you are not ill, you are healthy?

Students must orally give examples of why and to what extent they agree and disagree with the statement given. The class will choose the statement they think is most accurate.

Closure

Students will complete the following open-ended statements:

* Five years from now, I would like to be . . .

* Ten years from now, I hope to be . . .

* When I am 30, I see myself . . .

Students will project how their present health habits might interfere with or enhance what they hope to be doing in the future.

Day 2

Essential Questions:

What is health? 

What are the three elements of health? 

What is the interrelationship between mental, physical, and social health?

Class Discussion

Using a transparency, the teacher will review the three aspects of health. The teacher will give the following example: Latoya did not feel at all confident (mental). She would fret (mental) so much about participating in class (social) that she often felt sick to her stomach (physical). She never ate lunch (physical) and she kept to herself (social). Consequently, she was absent a great deal (social) with colds and flu (physical), and had not developed any real friendships (social).

Students will determine the elements of health. How does the different areas of health affect each other? Students will give other examples of how one area of health can affect another area of health.

Review and discussion

The class will review and discuss "Your Health, Your Responsibility" pages 3 - 9. Students will complete Reteaching Activity 1.

Student Created Worksheet

Students will summarize the lesson by creating a worksheet/puzzle. After creating the worksheet, students will exchange papers with a classmate.

NOTE Students will complete the worksheet of at least one classmate and provide feedback to the student about the content and format of the worksheet. The teacher should provide key vocabulary terms and samples of different types of worksheets for students. (Examples: crossword puzzle, matching review sheet, etc.)

Closure

3-2-1

In collaborative pairs, students will complete the following questions

Identify the three (3) aspects of health

Identify two (2) behaviors that affect your health

Identify one (1) way you can improve your health.

Day 3

Essential Questions:

What are life style factors? 

What is the life expectancy of the average individual today?

Activator

The teacher will define and discuss the term life style factors and life expectancy. Life style factors are repeated behaviors related to the way a person lives, which help determine his or her level of health. Life expectancy is the average number of years a group of people is expected to live.

Using the transparency, Life Expectancy< the class will fill in the statements with numbers related to life style factors. The students will add the missing numbers to compute a grand total, as well as the average life expectancy of a person born in 1989. If the correct numbers are used to complete the statements, the grand total will equal the life expectancy of a person born in 1989.

Class Discussion - Life Expectancy

* Why do you think American are living longer? (Think about heredity, environment, and lifestyle factors.)

* In the years to come, a great number of people in the United States will be over 60 years of age or older. How do you think this will change America? (Think about the workforce, where people live, and what people do for entertainment.)

* What lifestyle factors are impacting the life expectancy of people today? (Think about factors Americans can control.)

* What lifestyle factors are impacting the life expectancy of people today?

Graph Design and Discussion

List on the board several diseases that were common in 1900, but are uncommon today. Examples are diphtheria, scarlet fever, whooping cough, polio, tuberculosis, and colitis. Ask if any students know someone who has had any of these diseases. Most students will be unfamiliar with them. The teacher will explain and discuss that advances in sanitation, immunization, and the development of antibiotics have made these diseases rare today.

Using the information from the Centers for Disease Control and Prevention, National Center for Health Statistics, and National Vital Statistics System, students will select and design a graph comparing the United States life expectancy by gender and/or race.

Web sites:

Centers for Disease Control http://www.cdc.gov/

National Institutes of Health http://www.nih.gov/

World Health Organization http://www.who.ch/

* Do men or women usually live longer? Why do you think that is so?

* Do Blacks or Whites usually live longer?

* What are the leading causes of death for an individual born in 1900? 1990? What is the leading cause of death for a 15 - 24 year old?

* What is the leading cause of death for a 15-24 year old Black male?

* Why do you think heart disease is claiming more lives now than it did 90 years ago?

Group Activity - Carolina Healthstyle Football

Students will form health teams. Students will review material from the lesson by playing Carolina Healthstyle Football. The objective of the game is to answer questions about the lesson and move down the field without receiving a penalty. The team that reaches the field goal first is the winner.

Closure - The Envelope Please

Students will explain the following quotation:

Culminating Activity/Assessment:

Lights, Camera, Action

Students will rewrite a portion of a film script about the life of a typical American named Joe Doke. In the new version, students will change the lifestyle factors to improve the total health of the main character.

A rubric will be used to assess the film script. Students will use the rubric to score a sample script prior to writing their scripts.

Health, Wealth, and Wisdom Calendar

The class will create a Health, Wealth, and Wisdom Calendar. Students will select a month and apply their health knowledge to create a calendar. The month each student select must include the following:

* At least one national/state observance related to health that occurs during the month. (Example: February is American Heart Month.)

* Pictures or graphics that reflect at least one aspect of health. (Example: A picture of a family sitting at the dinner table eating a healthy meal would illustrate physical and social health.)

* At least one source for important health related information. (Example: Health information can be found on the Web site www.amhrt.org.)

* At least one individual who has contributed positively to health and/or medicine. (Example: Charles Drew, Jonas Salk, Dr. C. Everett Koop)

* At least two health lifestyle factors or health suggestions. (Example: Breast self-exams should be performed each month. Exercise can help you sleep better.)

The calendar must show evidence of creativity or extra effort to receive a grade of "B" or above ( i.e. inclusion of a healthy recipe, school events, health quiz, etc.).

NOTE: For more health observances, check out:
nhic-nt.health.org/pubs/99hfinders/index.html.

Home Work and Home Extension

Research
Students will research the school's policy regarding smoking, drugs, physical education, weapons, comprehensive health education, or other health-related issues that impact teenagers. Students will summarize the findings and discuss how the policies help promote health and wellness.

Interview
Students will interview one member of their family. Students will report on how the illness of one family member impacts the entire health of the family. Students will identify the roles that must be assumed by other members of the family. Students will also identify local agencies that would be available to assist the family in achieving a higher level of health.

Check all that apply:

Signature of teacher(s) submitting the lesson/unit:

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