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Title:Aesop's fablesTopic:There is one for almost any topicNational Standards:Standard 1Students will comprehend concepts related to health promotion and disease prevention to enhance health.Standard 2Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.Standard 4Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.Level:AnyTime:10-15 minutesMaterials:A book of Aesop's Fables – they can also be found on the internet. Stories will have different morals attached to them depending on your source.Procedures:Have students in groups of 4.May do with all groups having the same fable or have different groups reading different fables It is helpful to have at least 2 groups with the same fableHave someone in the group read the fable and moral out loud.Have students discuss how the fable is relevant to your topic.Have student record their thoughts to be presented to the class.Have whole class discussion on how it relates to your topic and how they canapply this lesson to their life.OptionsDo not provide the moral and have the students write their own moral to the fableProvide the students with a moral and have them write a story that teaches that moral. This should be done after they have already read some of Aesop’s and connected them with a moral.Sample fables:Examples of how some fables can be used"The Spaniel and the Mastiff" - This fable would be useful in a substance abuse unit or when stressing the need to treat people with respect. The guilt by association point is a critical one for our young people to understand."The Dog and the Crocodile" and "The Two Pots" - There is no question that the choice of friends one makes has a big impact on the decisions young person make. These can be used in conjunction with "The Spaniel and the Mastiff" to reinforce the importance of associating with others who have similar values and accepting responsibility for what happens when they do not."The Birds, the Beasts, and the Bat" - This fable addresses the value of loyalty and the consequences of failing to be loyal."The Crow and Mercury" - Emphasizes the importance of keeping one's word. This is very similar to the next one "The Shepherd Boy and the Wolf". Each illustrates the pitfalls associated with lying. As a follow-up to either one or both of those the "The Lion and the Mouse" can be used to illustrate the benefits of being truthful."The Flies and the Honey-Pot" - Could be used in a sexuality course (or any that would stress delaying behaviors until later in life). Stressing that long-term outcomes are generally more important than short-term outcomes."The Hares and the Frogs" - Could obviously be used in a suicide unit. The teacher would have to be very careful in how this was presented though."The Stag at the Pool" - People often focus their perceived weaknesses as opposed to their strengths. Further, many emphasize appearance over substance. This fable can be used to help address these issues. "The Ass Carrying an Idol" - The lesson in this fable can be just as important to us as teachers as it can be to the students. As teachers we must be careful not to praise students for work that is not up to their potential. And, from the student's perspective they must learn that in all things they must evaluate their performance and situation fairly. They must not take credit for that which is not theirs."The Horse and the Stag" - This addresses the benefits of sharing and treating people fairly. This can be used when teaching about relationships and having the students examine what could have been done differently to avoid the negative consequences. The students should develop a win/win scenario."The Dove and the Ant" and "The Ass, the Dog and the Wolf" - Each of these addresses the importance of helping those in need. While "The Dove and the Ant" illustrates the benefits of assisting others and being loyal, "The Ass, the Dog and the Wolf" presents what can happen when assistance is not provided."The Wolf and the Ass" - Again, this is as important to us as teachers as it is to the students. We MUST be good role models. Further, it is important for the students to recognize their influence on others and it is their actions more so than their words which are of importance. This fable can be of particular use in schools where there are peer mentoring programs. Again, with all of the examples, many other options would be available. These are simply some very brief ideas concerning how these fables could be used.Title:Alligator river (Values Clarification book by Simon, Howe, & Kirschenbaum with modification)Topic:Sexuality unitNational Standards:Standard 2Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.Standard 4Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.Standard 8Students will demonstrate the ability to advocate for personal, family, and community health.Level:high schoolTime:class periodMaterials:Alligator River stories (below)Procedures:1)Place students into groups. This can work best by having some single gender groups as well as some mixed gender groups.2)Distribute different stories to different groups.Students should then rank the characters in order of the "most objectionable character" in the story to the "least objectionable character"4)Groups should then have discussions and see if they can come to an agreement on their rankings (this may be very difficult in some cases. Therefore, this activity can also be very good for helping the students learn how to agree to disagree and move on as well as compromise and communicate respectfully).5)Have each group read their story and present their rankings. Put the rankings on the board. Have the comparable character in each scenario across from the other on a table so the students can see if the situation tended to impact on their rankings.6)Discuss the responses. Even the reactions to the stories as they are read out loud can be a very significant part of the discussion.Remove the Version prior to giving to studentsVersion AOnce upon a time there was a woman named Abigail who was in love with a man named Gregory. Gregory lived on the shore of a river. Abigail lived on the opposite shore of the river. The river which separated the two lovers was teeming with man-eating alligators. Abigail wanted to cross the river to be with Gregory. Unfortunately, the bridge had been washed out. So she went to ask Sinbad, the riverboat captain, to take her across. He said he would be glad to if she would consent to go to bed with him preceding the voyage. She promptly refused and went to a friend named Ivan to explain her plight. Ivan did not want to be involved at all in the situation. Abigail felt her only alternative was to accept Sinbad's terms. Sinbad fulfilled his promise to Abigail and delivered her into the arms of Gregory.When she told Gregory about her amorous escapade in order to cross the river, Gregory cast her aside with disdain. Heartsick and dejected, Abigail turned to Slug with her tale of woe. Slug, feeling compassion for Abigail, sought out Gregory and beat him brutally. Abigail was overjoyed at the sight of Gregory getting his due. As the sun sets on the horizon we hear Abigail laughing at Gregory.Version BOnce upon a time there was a woman named Abigail who was in love with a man named Gregory. Gregory lived on the shore of a river. Abigail lived on the opposite shore of the river. The river which separated the two lovers was teeming with man-eating alligators. Abigail wanted to cross the river to be with Gregory. Unfortunately, the bridge had been washed out. So she went to ask Susan, the riverboat captain, to take her across. She said she would be glad to if she would consent to go to bed with her preceding the voyage. She promptly refused and went to a friend named Ivan to explain her plight. Ivan did not want to be involved at all in the situation. Abigail felt her only alternative was to accept Susan's terms. Susan fulfilled her promise to Abigail and delivered her into the arms of Gregory.When she told Gregory about her amorous escapade in order to cross the river, Gregory cast her aside with disdain. Heartsick and dejected, Abigail turned to Slug with her tale of woe. Slug, feeling compassion for Abigail, sought out Gregory and beat him brutally. Abigail was overjoyed at the sight of Gregory getting his due. As the sun sets on the horizon we hear Abigail laughing at Gregory.Version COnce upon a time there was a man named Gregory who was in love with a woman named Abigail. Abigail lived on the shore of a river. Gregory lived on the opposite shore of the river. The river which separated the two lovers was teeming with man-eating alligators. Gregory wanted to cross the river to be with Abigail. Unfortunately, the bridge had been washed out. So he went to ask Susan, the riverboat captain, to take him across. She said she would be glad to if he would consent to go to bed with her preceding the voyage. He promptly refused and went to a friend named Ivan to explain his plight. Ivan did not want to be involved at all in the situation. Gregory felt his only alternative was to accept Susan's terms. Susan fulfilled her promise to Gregory and delivered him into the arms of Abigail.When he told Abigail about his amorous escapade in order to cross the river, Abigail cast him aside with disdain. Heartsick and dejected, Gregory turned to Sally with his tale of woe. Sally, feeling compassion for Gregory, sought out Abigail and beat her brutally. Gregory was overjoyed at the sight of Abigail getting her due. As the sun sets on the horizon we hear Gregory laughing at Abigail.Version DOnce upon a time there was a man named Gregory who was in love with a woman named Abigail. Abigail lived on the shore of a river. Gregory lived on the opposite shore of the river. The river which separated the two lovers was teeming with man-eating alligators. Gregory wanted to cross the river to be with Abigail. Unfortunately, the bridge had been washed out. So he went to ask Sinbad, the riverboat captain, to take him across. He said he would be glad to if he would consent to go to bed with him preceding the voyage. He promptly refused and went to a friend named Ivan to explain his plight. Ivan did not want to be involved at all in the situation. Gregory felt his only alternative was to accept Sinbad's terms. Sinbad fulfilled his promise to Gregory and delivered him into the arms of Abigail.When he told Abigail about his amorous escapade in order to cross the river, Abigail cast him aside with disdain. Heartsick and dejected, Gregory turned to Sally with his tale of woe. Sally, feeling compassion for Gregory, sought out Abigail and beat her brutally. Gregory was overjoyed at the sight of Abigail getting her due. As the sun sets on the horizon we hear Gregory laughing at Abigail.Title:Alphabet Taxonomy (Human Sexuality)Topic:Any topic of your choosing (sexuality used in this example)National Standards:Standard 1Students will comprehend concepts related to health promotion and disease prevention to enhance health.Level: Upper elementary, high school, collegeTime:One class periodMaterials:Each person will need a piece of paper and a pen or pencil.Overview:This activity can be used to stimulate a lot of discussion in relation to the topic selected by the instructor.Procedures: Have each person write the alphabet down the left side of a piece of paper. Instruct everyone to write one word that begins with each letter of the alphabet that indicates something associated with the topic selected.Example using sexuality as the topic of discussion: AreolaK. KissU. Urethra Breasts L. LoveV. VaginaCervixM. Mother W. WombD & CN. No/neonatalX. XenophobiaEpididymisO. OrgasmY. Yeast infectionForeplayP. PenisZ. ZygoteGenitals Q. QuickeningHugR. RefractoryIntimacyS. Sexual intercourseJock itchT. TongueAs a variation, instead of individuals doing this, you could put students into small groups of three or four and then play “Scatergories,” where each team reads the word it has developed for a letter and other teams need to cross out that word if they have the same word. The team gets to select the letter they think will be unique for them, that is, no one else will have the same word as they have selected. Doing this stimulates creativity. If a team or individual has a unique word or phrase, that person can explain why he or she or they selected that word or phrase.This activity may be used for any content area in a health class.Title:Balancing poleTopic:Short-term vs. Long-term goalsNational Standards:Standard 5Students will demonstrate the ability to use decision-making skills to enhance healthStandard 6Students will demonstrate the ability to use goal-setting skills to enhance health.Level:K-6Time:5-10 minutesMaterials:peacock feathers or other 3-4 feet long objects/polesProcedures:1)Ask the student to balance the feather or pole on the palm of their hand or a finger.2)Tell them to look at their hand/finger to balance the object.3)Tell them to look at the top of the feather/pole when balancing the object.4)Discuss which was easier and why. Obviously it is much easier to balance this when looking up. This is to illustrate that it is generally more important to look at the long-term outcome than it is the short-term outcome. **Note: This can also be used to illustrate that it is often easier to look at things from a different angle or from a distance to help one see things more clearly and then help them come up with better solutions to a problem.Title: Break it down - Alcohol and tobacco media deconstruction Topic: Substance abuse preventionObjective/Assessment: Upon successful completion of the lesson, the student will . . .Cog - Correctly list the CML's 5 core media deconstruction concepts as evaluated by oral quiz Affective -Believe in the persuasive power of advertising as evaluated by values-voting.Skill - Accurately deconstruct an alcohol or tobacco advertisement following the CML question sheet as evaluated by scoring guideNational Standards: Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors; Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.Level:MS/HS/CollegeTime: 2-3 50 minute lessonsMaterials: CML question chart, description of technique handout, advertisement samples from print/mass/social mediaProcedures:Anticipatory setShow an alcohol or tobacco ad; ask 'who created this message/who is the intended audience for this message/ explain your interpretation?'. No right or wrong answers - each of us interprets media messages differently.AboveState objectivesProvide InputMedia literacy definition - access, analyze, evaluate, create, participate using media -to become competent/critical consumers and producers of media - especially health-related messages in the media -to raise the right questions about media/messages. Importance of media literacy - central to democracy, high consumption/saturation rates, media influences perceptions/beliefs, importance of visual communication, information needed for lifelong learning. Key concepts for media deconstruction: source, audience, text, subtext, persuasion techniques. CML chart/core concepts.Check for comprehensionUsing the CML and core concepts handouts - ask the following questions to students about it in think-pair-share technique: List the 5 CML core concepts; then ask 'What key concept is this describing: ' who does each viewer interpret the media message?; whose message is this/who hascontent control?; what group of people is the message designed to reach?; what methods are use to persuade the viewer?; how is the message or story arranged?Model ideal behaviorUse a sample alcohol/tobacco ad - instructor demonstrates correct answers to the handout/question sheet. Ask students to values-vote: How strongly do you persuasive power of advertising?Provide guided practiceChoose an ad from the handout - in same think-pair-share groups: students answer the questions on the handout sheet. Instructor gives feedback/evaluation.Provide independent practiceFor homework - students choose 2 ads from the sheet; students answer the questions on the handout sheet. Instructor gives evaluation/scoring guide.Achieve closure: Process questions: What/So What/now what/How do you feel?Summarize - media includes all message formats, characterized by asking important questions for health-related media messages; promote skepticism, find out the answers. No one tells the whole story - tell point of view from their perspective; deconstruction can expose values/biases of media maker; use the questions in the handouts in daily life to deconstruct any media message.Differentiated instructionAdd advertisement construction- extension; use other mass/social media channels . . .Title:Candy bowlTopic:Introduction to peer pressure/resistance skillsNational Standards:Standard 2Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.Standard 4Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.Standard 5Students will demonstrate the ability to use decision-making skills to enhance healthLevel:6-12Time:10-15 minutesMaterials:large bowl of candy, about 4 confederates from the classProcedures:1)Prior to class you talk to about 4 students who are trustworthy and able to do a little acting. Try to choose one who is an extrovert and pushes the limits on occasion. Another student should be one who really sticks to the rules. One should be a bit of a leader in the class. And the other can be just one of the average students in the class. These students are going to "steal" some of your candy.2)Tell the class they are going to be playing a game today and you are going to use some candy as prizes.3)Then get called out of the classroom (or say you forgot something).4)Prior to departure you tell them not to eat any candy and that you will be back shortly.5)At this point the pre-selected students know they are suppose to "steal" some of the candy. Again, they must be instructed to do it naturally - just tell someone in the front to throw them a piece - or just get up and sneak a piece.6)Come back to the room after about 2-3 minutes.7)Explain that you had asked the specific students to "steal" the candy when you left. Ask how many other people also chose to take some. Explain that you do not care, but this was a demonstration of what peer pressure really is. Peer pressure is not just being able to resist something when someone asks you to do something, but it is really one's ability to not just "follow the crowd". Explain that this is a natural tendency of people as we are social animals and it helps us blend into our surroundings and helps us make friends. However, it is important that we also recognize that it is crucial not to go against our morals and our ethics.8)Great discussion can follow even if nobody else takes any candy.Title:Don't JudgeTopic:Acceptance for people with disabilities or who are differentNational Standards:Standard 2Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.Standard 4Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.Level:K-6Time:5-10 minutesMaterials:2 bananasProcedures:1)One banana should be bruised a bit right before coming to class.2)One banana should be kept in the refrigerator overnight.3)The banana from the refrigerator will look very brown and not too appetizing. The other should look much better.4)Ask the students which banana they would prefer to eat. They should choose the one you just bruised.5)Peel each banana and reveal the one that looked worse was actually the better banana.6)Lead the discussion on how it is impossible to judge a book by its cover. This is also a great introduction to helping students understand that they do not have to be afraid of someone with a disability. It is important to take the time to get to know someone before judging them as a person.Title: Deconstructing MediaTopic:Being a responsible consumerNational Standards:Standard 2Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.Standard 4Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.Materials:SOURCEAl l med ia messa ges a re created. The creato r could be an i ndivid ua l writer, photogra pher or blogger. I n the case of a Hollywood movie, the scriptw rite r, d i recto r, prod uce r, a nd movie stud io a ll pl ay a role i ncreating the m essa ge. Ads a re usua l ly p ut toget he r by ad agencies, but the "creator" is rea l ly the client ? the com pa ny or orga nization tha t's payi ng for the a d. The key poi nt is: W hose message is this? Who has control over the conte nt?TEXTWe often use the wo rd "text" to mea n "written wo rds." But in media lite racy, "text" has a very d iffe rent m ea ni ng. The text of any piece of m ed ia is what you a ctua lly see a nd/or hea r. It ca n i ncl ude written or spoken words, pict u res, gra phi cs, movi ng images, sou nds, a nd the a rra ngement or sequence of a ll ofthese elements. Som etimes the text is ca l led the '1story" or "manifest text." For most of us, the text of a piece of med ia is always the sam e.SUBTEXTTh e "su btext" is a n i nd ivi d ua l interpretation of a med ia message. It is sometim es ca l l ed the "latent text." The subtext is not a actually heard o r seen; it is the meaning we create from the text in our own minds.Whi l e med ia m a ke rs ofte n create texts that suggest certai n su btexts, each person creates thei r own su btext interpretation ) based on thei r previo us experiences, knowled ge, opi nions, attitudes, a ndvalues. Thus, two people i nterpreting the same text can produce two very different subtexts.AUDIENCEMedia messages a re intended to reach aud iences. Some a re designed to reach millions of peo ple. Others m ay be intended only for one person. Most m ed ia messages are designed to reach specific grou ps of peo ple - d ef ined by age, gend er, class, interests, and other facto rs -ca l led the "targetaudience."PERSUASION TECHNIQUESMedia messages use a n umber of techniques to try to persuade us to believe or do something. If we ca n spot the techniques being used, we're less likely to be persuaded, a nd more li kely to think for ourselves.POINT OF VIEWNo one tells the whole story. Everyone tells part of the story from their point of view. Deconstructing a\media message ca n expose the values and biases of the media make r, and uncover powerful messages.353695476250011.Choose one of the following ads to deconstruct. Follow the example at the to p. Be sure to answerthese questions:?Whose message is this? Who created or pa id for it? Why?W ho is the target audience ? What is their age, ethnicity, class, profession, interests, etc.? What0words, images or sounds suggest this?W hat is the text of the message? (What we actually see and/or hear: written or spoken words,0photos, drawings, logos, signs, music, sounds, etc.)?What is the subtext of the message? (What d o you think is the hidden or unstated meaning? What does the ad really want us to feel o r do?)What kind of lifestyle is presented? ls it glamorized? How?00..what values a re expressed?W hat positive messages are presented? What negative messages a re p resented?<> W ha t groups of people does this message empower? W hat groups does it d is-empower? How does this serve the media maker's interests?11093451346200000W ha t part of the story is not being told?Title: Developing a stress action plan [lesson 3 of unit - for after learning about stress, stress mgt concepts]Topic: Mental health/stress mgtObjective/Assessment: Upon successful completion of the lesson, the student will . . . Cog - Correctly list at least 2 possible actions in each of the categories of a stress management action plan as evaluated by written worksheet.Affective - Value the benefits of addressing negative stressors/coping with stressors as evaluated by coping scale.Skill - Correctly perform their selected strategy to address their negative stressor as evaluated by self-report.National Standards:Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health; Standard 5: Students will demonstrate the ability to use decision-making skills to enhance healthLevel: MS/HS/CollegeTime: 1 50-minute lesson at the end of stress mgt unit Materials: stress action plan outline handoutProcedures:Anticipatory setAsk - Now that we have learned about the GAS and concept of stress mgt: breathing/relaxation; cognitive restructuring; changing the environment; what is a big negative stressor in your life right now that you would like to try to deal with/create a plan to deal with it?AboveState objectivesProvide Input - follow the handoutProblem description - describe problem and break-down into smaller pieces - decide if it's a true negative stressor affecting your life or not.Possible actions:Avoid -by planning ahead to rearrange schedule/day/surroundings; avoid people who are negative stressors; learn to say no; prioritize your to-do list. . .. But some negative stressors cannot be avoided . . .Alter - attempt to change your situation; ask others to change behavior or you change your behavior; use I message to communicate more clearly; use time management techniques; use cognitive restructuring techniques . . .Accept - accept things the way they are. Use breathing/relaxation techniques; talk to friends; use cognitive restructuring and positive self-talk; learn from mistakes; forgive others .. .Barriers to change - people/situations/things in environment that may hinder above changes - Supports for change - people/situations/things in environment that may support above changeCheck for comprehensionAsk the following question to students in think-pair-share technique: List the 3 possible action categories in a stress mgt action plan.Model ideal behaviorUse handout and instructor example of one of their stressors -instructor demonstrates correct answers to the handout/question sheet. Ask students to rate on coping scale after example: How strongly do you value the benefits of addressing negative stressors/coping with stressors?Provide guided practiceInstructor gives a description of an example stressor/problem that students in that grade may encounter. In think-pair-share groups: students answer the questions on the handout sheet.Instructor gives feedback/evaluation.Provide independent practiceFor homework - students choose their own stressor/problem; students answer the questions on the handout sheet. Students attempt the action planned for. During next class period - students self-report their progress/achievement of the plan. Instructor gives evaluation/scoring guide.Achieve closure: Process questions: What/So What/now what/How do you feel?Summarize - Practice applying the stress action plan; adopt a healthier lifestyle; Replace unhealthy coping strategies with healthy ones; Everyone has a unique response to stress, and there is one right way of dealing with it, explore the different actions from the plan . . .Differentiated instructionAdvanced plan: break down into things you can do in each of the dimensions of health: physical/mental/ social/spiritual/environmental . . .Title: Developing a Stress Action Plan Stress Action Plan Outline ic: Mental HealthDESCRIPTION OF THE PROBLEM:POSSIBLE ACTIONS:ALTER-1.3.2.AVOID-4.1.3.2.4.ACCEPT-1.3.2.4.BARRIERS TO CHANGE:. ,1.3.2.4.SUPPORTS FOR CHANGE:1.3.2.4.MOST APPROPRIATE STRATEGY - SOLUTION:Go; Grow; GlowTitle: Go; Grow; GlowTopic: NutritionNational Standards:Standard 1Students will comprehend concepts related to health promotion and disease prevention to enhance health.Level: Any, grade 1 – college (be cognizant of the procedures from item 4 and beyond)Time: Perhaps 20 – 30 minutes, up to one class periodMaterials: Chalk board, dry erase board, or overhead projector and transparencies or PowerPointAims:Help students review the interactions between the three functions of food, the food groups, and the basic nutrients within each of the foods groups.Procedure: 1)Ask the participants to state the three functions of food.They may actually state them:EnergyBuild and Repair Body TissuesRegulate Body Processes (advanced students may say: “Homeostasis”)2)Ask the participants if they can think of “little words” that may mean the same as the three functions. The three words are Go, Grow, and Glow. List these three words (Go, Glow, Grow) on the board and ask, “What are the six basic nutrients?”CarbohydratesFatsProteinsMineralsVitaminsWater (I often refer to this as a catalyst)4)List the six nutrients on the board, or overhead when they are specified by the participants.5)Ask the participants to tell you the basic food groups.MeatMilkFruitsVegetablesGrainsFats/OilsThe key now is to develop a diagram and ask the participants what each of these groups does, so I list the Nutrients on the left side of a chart, the functions in the middle, and the food groups on the right, and ask the participants to tell me what each nutrient “contributes” to in terms of the three functions, and what the source of the nutrient might be. Use arrows, or colored markers on an overhead.You could then indicate the number of servings of each of the nutrients, and show a transparency of the Food Guide Pyramid as you go through this exercise.Title: MOVEMENT IN THE CLASSROOM : Energizers/Brain Breaks/Save your heart game. . .Topic: Physical activityLevel:Elem/MS/HS/CollegeNational Standards: Standard 7: Students will demonstrate the ability to practice health? enhancing behaviors and avoid or reduce health risks.Time: before, as break in lesson, after lesson . . . Materials/Procedures: HandoutCross midline activitiesCross crawls Figure S'sFinger thumb switch Nose/ear switch GotchaEnergizers: for Grades K 2.pdf eEnergizers .pdf GO NOODLE: Your HeartWrite down positive and negative heart health behaviors on index cards (one per card). Giveeach student one of the cards. Choose a locomotor movement and have students move around the gym. On the signal, the students with the negative behaviors try to tag the students with the positive behaviors. Ifa person is tagged, the students compare cards. The tagger exchanges cards with the person tagged and continues to move around the gym. The person tagged must do 10 heart healthy exercises then becomes a tagger. If a tagger tags a person with a negative behavior, no exchange of cards occurs and the taggers move on.What is the purpose of movement in the classroom?Lengel,T.,& Kuczala, M. (2010}.The kinestheticclassroom:teaching and learning throughmovement. Th:osand Oa'ks,CA: Corwin and RTC.FACT: The kinesthetic classroom is a teaching strategy!What does the neuroscience research suggest:· Exercise boosts brainfunction.Students who an more physically fit perform better academically.Exercise grows.brain cells.If you are gaingto utilize movement in your classroom,w:hat are some of your concerns? Solutions?Is movement distractingor addingto the learning process? Why?One theory of thought is that there are six purposes for movement:Preparing the brainwith specific movements mayimprove communication from one part of the brain to another. These activities can beimplemented in 1-3 minutes throughout the lesson.Providing brain breaks can give the brainthe opportunityit needs to process and consolidate information. It is time a"':'ay from academic learning.Supporti ng exercise and fitness encourages helthy living. A healthy body and a healthy mind work handin hand. Become an important role model for your students. Many of these activities are completed in 1-5 minutes.Developing class cohesion through movement activities can prepare the brainfor learning new information (social skills, team building,community building}. These activities are not intended for everyday use. Consider usingthese acivities in the following scenarios: the beginningof the year, once a month for class periods that are 30-50 minutes, once every 2 weeks for classperiods that are 90 minutes, the day after a big test, the day before or after a break intheschool calendar, when students are not connectingwith one another.S·. Reviewing content through movement duringthe lesson may be an ideal way to use repetition to improve retention. Reviewingcontent in some form should happen on a consistent basis.Repeat to remember and remember to repeat.6. Teaching new content through movement will help many students of all ages and cultures understand and retaininformation. Be willing to teach in a nontraditional manner, then work to make it fit your own style: Tneofain-iiever stops learnih)fso whYslioutayou?- ·-··Title:Problem solvingTopic:developing cooperationNational Standards:Standard 4Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.Standard 5Students will demonstrate the ability to use decision-making skills to enhance healthLevel:6-12Time:10-15 minutesMaterials:string and about 8-10 objects (depending on the number of groups you use)Procedures:1)The string is used to make circles on the floor (about 1-2 feet in diameter).2)All objects are placed in a circle in the middle of the others (see diagram)OPPOPPOOPPObjects placed in this circleTo startOPP3)Students are placed with a partner at each of the outer circles. They are told they must get 5 objects in their circle.4)The winning team will be awarded 5 bonus points.5)Tell them you will be playing as many rounds as there are teams (so if there are 4 teams you are playing four rounds)6)If a team wins a second time they will get 10 bonus points, then 20, etc. (this will get them into a competitive mindset).7)Once you say go the partners must WALK together while holding hands and retrieve objects. They may retrieve only 1 object at a time from the center circle or from anybody else's circle.8)You should have enough objects that it looks possible, but it should not be possible to do it (there should be about 9 objects for 4 teams). You may have to be a commentator at times when a group is getting close.9)Eventually the teams should see the futility in the exercise and hopefully decide that if they work together and take turns letting teams win then everyone will be awarded 5 bonus points. If they do not reach this decision nobody will ever get any points.It is important to tell them that there is no fighting over objects and that there is no contact.Title:PuzzlesTopic:Problem solving or within any unitNational Standards:Standard 1Students will comprehend concepts related to health promotion and disease prevention to enhance health.Standard 2Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.Standard 5Students will demonstrate the ability to use decision-making skills to enhance healthLevel:K-12Time:5 minutes to an entire class periodMaterials:Variety of puzzles/creativityProcedures:1)The more realistic and enjoyable you make them the better they are. They must also be challenging, but not too difficult.2)The types and uses are endless.Examples:Triplets (word)Bran, meal, bread (could be oat or corn)Hydro, solar generator (could be power or electric)Cardiac, smooth, striated (muscle)Triplets (theme)Tomato, carrot, cucumber (vegetables)Communication, trust, respect (relationships)Jogging, swimming, bicycling (aerobic activities)RiddlesI am a vegetable that tastes great but should not be eaten regularly. What am I? (French fries)In small amounts I am good, in large I am bad, whether in the food or as a pad. What am I? (butter)Lateral thinking (a type of logic puzzle - students may ask yes/no questions)A young family went to a fireworks display with their baby. During the display they learned something about their baby they upset them some. What did they learn? (child is deaf)Several people are waiting for someone else to do something for them that is usually very easy for them. Why? (It is night and the power went out and a blind person is leading them out of the building) - to teach a disability is not always a handicap.CryptogramsMomatbcm, esxxsf dgm essh ijaklbh, hsp’d clsqm, kph fmka jswa cmkdzmxd ds xbnm k xspr kph gmkxdgj xbem (Exercise, follow the food pyramid, don’t smoke, and wear your seatbelt to live a long and healthy life.)Chunks and scrambled sentences[t fi] [ay.] [ of] [d v] [ea] [ings] [tabl] [ fru] [ve s] [its] [erv] [a d] [ege] [ an] [es ] (Eat five servings of fruits and vegetables a day)prevent life cardiovascular forms exercise improves onset of disease stroke adult helps diabetes quality cancer one’s and of some (Exercise helps prevent some forms of cancer, cardiovasculardisease, adult onset diabetes, stroke, and improve one’s quality of life.)Odd one outCigarettes, genetics, lead exposure, sun (lead exposure - not a cause of cancer)Cow belches, water pollution, burning fossil fuels, termites (water pollution - not one of the leading causes of global warming)Cancer, Homicide, Suicide, Accidents (The question for the students is "the top three leading causes of death in those 15-19" the answer is: Cancer)Logic3 people with 3 different snacks. No person has the same number of any snack. Using the clues tell determine who has which snackBetty has more apples than AndyAndy has more cookies than BettyBoth Andy and Betty have more than one sodaThe person with two sodas has three cookies(Betty has 2 apples, 1 cookie, and 3 sodasAndy has 1 apple, 3 cookies, and 2 sodasSo the last person must have 3 apples, 2 cookies, and 1 soda) From here you can discuss healthy snacking - what substitutes could be made, etc.Title:Setting Public PolicyTopic:Alcohol or possibly tobacco useNational Standards:Standard 1Students will comprehend concepts related to health promotion and disease prevention to enhance health.Standard 2Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.Standard 4Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.Standard 8Students will demonstrate the ability to advocate for personal, family, and community health.Level: High school, collegeTime:One class periodMaterials:Possible handouts that will be discussed class or a ppt with the questionsOverview:This activity can be used to stimulate a lot of discussion in relation to the topic selected by the instructor.Procedures: Inform the students there has been a new scientific breakthrough has just been reported. Read the following to the participants.Scientists have discovered two alcoholism susceptibility genes (ASGs). Each gene has two possible alleles, a high-susceptibility allele and a low-susceptibility allele. As a result, a person may have 1, 2, 3, or 4 high- susceptibly alleles. Almost everyone who has high susceptibility alleles would become an alcoholic if he or she were to consume alcohol on a regular basis. those with none of the high-susceptibility alleles would have no genetic predisposition to become an alcoholic. It has been proposed that all applicants for a driver's license be tested for the various alleles. Anyone who has three or four high-susceptibility alleles will have a stamp on his of her driver's license that contain the words, "No eligible to purchase alcoholic beverages." this would make it illegal for anyone with these words on his or her driver's license to purchase alcoholic beverages. If anyone who has this type license is "caught" with alcoholic beverages, the individual's license would automatically be suspended for two years. Further, there is a fine of $10,000 for anyone who sells alcoholic beverages to an individual who has this on his or her driver's license. For anyone who furnishes alcohol (not selling, but giving) to a person who has the high susceptibility alleles, there is a mandatory 90 day jail sentence.Should this law be passed? why or why not?. 2) Possible discussion questions include:Is this potential law an invasion of our constitutional rights?Is there information about the two alcohol-susceptibility genes missing? Who might be affected by this possible legislation:If the law is passed, who or what agency might be required to "enforce" it?Should each state have the right not to accept this if it is federal legislation?How might the tax monies that would be lost from the sale of alcoholic beverages be "recouped?"Clearly, there are many other questions that might be asked about this issue. If this activity is used to discuss alcohol, you might also ask the participants to discuss what ramifications might ensure if another allele were to be discovered that would identify those who would definitely develop lung cancer or heart disease if he or she uses tobacco products.To end the discussion, you might explore with the students the potential role of new scientific discoveries and the effect of these discoveries on public policy. Be sure to explain to the students, that at this point in time, no such alleles have been discovered. This activity may be used for any content area in a health class.Title: Student-to-student helping skills Topic: Mental health/communicationObjective/Assessment: Upon successful completion of the lesson/unit, the student will. . . Cog - Correctly state the formula for primary level accurate empathy as evaluated by oral quiz. Affective -Value physical attending and listening for concreteness of expression before communicating using primary level accurate empathy as evaluated by values-voting.Skill - Correctly demonstrate communicating with primary level accurate empathy as evaluated by skill check.National Standards:Standard 4Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.Level:HS/CollegeTime: 3 50-minute lessonsMaterials:skill check sheetProcedures:Anticipatory setAsk: What do you say/do when a friend comes to you with a problem of everyday living such as: troubled feelings, relationship problem, school-related problem, stress..?AboveState objectivesProvide Input - for each skill/lessonPhysical attending -Non-verbal message: make sure body language reinforces what you say; basic elements of physical attending: SOLER: square - available to friend; open - non-defensive; leaning -underscores listening; eye contact - interest; relaxed - competent.Practice with scenarios in 3's: 1 as feedback giver/switch rolesPractice with scenarios in 2's: partner gives feedbackCheck-off with instructor - skills check sheetListening and concreteness of expression - listen to how concretely friend talks about problem - listen for specific experience (what happened to them), behavior (what they did or failed to do), feeling (affect associated with exp/beh). Can be overt or covert.Practice with scenarios in 3's: 1 as feedback giver/switch rolesPractice with scenarios in 2's: partner gives feedbackCheck-off with instructor - skills check sheetPrimary level accurate empathy - PLAE -used to establish good rapport and help them explore problem more thoroughly. Basic formula: you feel (family/intensity of emotion) because (experience and/or behavior).Practice with scenarios in 3 's: 1 as feedback giver/switch rolesPractice with scenarios in 2's: partner gives feedbackCheck-off with instructor - skills check sheetAsk students to rate the value physical attending and listening for concreteness of expression before communicating using primary level accurate empathy- values voteCheck for comprehension - for each skill/lessonAs students practice skills in pairs; evaluate using skills check sheet for that specific skillSkills check sheetPhysical attending SquareOpen Leaning Eye contact RelaxedListen/Concrete expression ExperienceBehavior FeelingPLAE formulaYou feel: family/intensity emotion Because: experience/behaviorCorrect/ObservedIncorrect/Not observedModel ideal behavior - for each skill/lessonInstructor demonstrates/acts as friend and helper and role-plays scenarios/examples for each skills- instructor demonstrates correct skills. Students can use skills sheet to 'grade' instructor.Provide guided practice - for each skill/lessonStudents practice in 3 's/2's switching roles. Instructor gives feedback/evaluation.Provide independent practice - for each skill/lesson For homework -students practiceAchieve closure: Process questions: What/So What/now what/How do you feel?Summarize - use to listen help your friends/encourage them to go to the guidance counselor; go with them to the guidance counselor. . .Differentiated instructionTitle:Taking off the BlindersTopic:Introduction as an icebreaker; cultural Diversity; Stress Reduction; RelationshipsNational Standards:Standard 2Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.Standard 4Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.Level: Middle/junior high; senior high; adultTime:20 - 40 minutes, depending upon the time spent doing the activity and in discussionMaterials:One 3x5 card for each participant/studentOverview:This activity and resultant discussion can show how we may set up artificial barriersProcedures: Distribute one 3x5 card to each participant.Instruct each participant to turn the card so the lines (if you used lined card) are on the bottom.Have each individual print his or her name/’nickname in the middle of the card.Instruct the individuals as follows:In the upper left corner, draw a picture of your favorite tasteIn the upper right corner, draw a picture of your favorite touchIn the lower left corner, draw a picture of your favorite smellIn the lower right corner, print the initials of the stat in which you were born.On the back of the card, write something unique about you as a person.Once #4 has been completed, have all students/participants come to the front of the classroom and indicate “boys (men) on the left, girls (ladies) on the right. Try to keep a good space between the two groups. Be sure to “hustle” them so they don’t have a lot of time to chat.Instruct the individuals as follows:Find someone in your group who has the same first name or nickname as you. The students will probably be “huddled” so you will need to get them to spread out. Now go to the groups (most likely still in the “male/female” grouping you initially “set up.” Go through the entire group asking each person or “group” to state his or her name/nickname.Now find someone who have the same favorite taste (or touch, or smell, the order doesn’t matter) as you. The students should be regrouping by whatever variable (taste, touch, smell) you indicated. If someone asks, “Can we go to the other group?” simply state, “The instructions were to find someone who has the dame favorite taste as you.” It is possible students may want to get out of their “gender group”, but at least initially, you should see them remaining in the “artificial” gender group you initially established. If the groups begin to “co-mingle,” there is still no problem and you can “build” on that as presented later in these instructions.As with the name specification, begin to go around the group asking the various “new groupings” to specify their favorite taste. It is suggest you begin with either a male or female who seems to be by him or herself to see what he or she states and see if there is some other group that is similar.As you go from group to group, more than likely some group will “repeat” something that was stated in a different group, particularly if they are still in the original male/female groups. When this happens, I repeat that they were to find those with the same “taste, or touch, or smell” as the individual had drawn. Someone will probably say, “you said boys over here and girls over there,” and this is the perfect time to ask, “Why did it take you so long to realize there were people in the group “across the room” who had the same “taste, touch, or smell” as you? Once you have gone through all the four corners, you can initiate a discussion about how we may, unknowingly, set up artificial barriers for ourselves (our perceptions of barriers that may not be present) that may well inhibit our thinking, or logic, when dealing with various problems or dilemmas we must face.Have the students learn the following:Tickitee Tee, Tickitee TeeI wonder if anyone knows that I’m me?I’m me when I’m happy, I’m me when I’m sad.I’m me when I’m good, I’m me when I’m bad.Whatever I say, whatever I do, I know I could never, oh never be you.I couldn’t be father, I couldn’t be mother;I couldn’t be sister, I couldn’t be brother.So Tickitee tee, tickitee teeI guess I’LL JUST HAVE TO BE HAPPY I’M ME! Have the students turn over the cards and one at a time, tell what they thought was unique about them. More discussion about uniqueness and appreciation of the uniqueness of individuals can then ensue. Be sure to stress the concept that if we were all alike, it would be a pretty “dull” ic:We ask first/MusicTopic:Substance abuse/nutrition/consumer healthNational Standards:Standard 1Students will comprehend concepts related to health promotion and disease prevention to enhance health.Level: ElementaryTime: 20 - 40 minutes, depending upon whether or not you have the “cutouts” prepared ahead of time. Materials: Magazines that contain pictures of good things to eat, as well as things such as gasoline, drugs, alcohol, tobacco products, that are not good for youth to consume. You could have these things already available and not have students cut them out of magazines. Also have two sets of large lips made from cardboard, with the lips parted, and taped onto a trash can so things can be placed through the open lips and will fall into the trash can that has been lined with a plastic liner. Have available one other trash, also lined with a plastic bag or other plastic liner. Also have a bulletin board prepared that is divided into two parts. The title of the bulletin board would be, "We Ask First.” On the left side of the board place the heading “Good to Eat,” and on the right side of the board place the heading, “Bad to Eat.” Have push pins available for use later in the lesson.Aims:This particular activity can be used to integrate health with music, as well as with basic physical education/dance skills. It may be used as a part of a nutrition, drug abuse, or consumer health unit for elementary school children. Depending upon what you have prepared in advance of the lesson, fine motor skills could also be involved.Procedures:1)In advance of the lesson, have enough pictures of things like vegetables, fruits, meats, eggs, chicken, fish, 3-in-1 oil, motor oil, alcohol (e.g., wine, liquor, spirits), tobacco products, so that each participant would receive as many as five to ten pictures. An alternative would be to have a stack of magazines available in the room and have the participants cut out pictures of these various things. Collect these and put them into a folder for later use.2)Explain to the participants they are going to learn a song and will make some decisions about things that would be OK to eat, or things they should not eat.3)Teach students the following song, sung to the tune of Three Blind Mice:We ask first.We ask first.What we may taste.What we may taste.Even though goodies look ever so good;We always remember as wise children should;Not to put anything into our mouths;Till we ask first.4)Once the participants have the song memorized, distribute the various cutout items that either you or the students have prepared so that each student has five to ten cutouts.5)Place the two trash cans you have prepared, side by side at the front of the classroom.6)Have the participants stand and have their cutouts ready to place either through the “lips,” or into the trash can, based upon whether what they have is good to eat, or not good to eat.7)Have the participants begin singing the song and marching toward, and past the two trash cans at the front of the classroom. As they sing and march past the trash cans, they are to look at one of the cutouts they have been given, and make a decision if that particular item is good to eat, or not good to eat. As they pass by the trash cans, they either place the picture through the lips and into the “stomach,” or into the trash can, to be discarded.8)Once all children have had a chance to go past the trash cans approximately five times (or how many ever pictures they have), they will return to their seats for a discussion.9)Remove all the things from the “stomach,” and, one at a time, hold them up asking the participants to again decide, “Is this good to eat?” If the answer is, “Yes,” then give the item to a participant and have that participant tape or tack the item to the bulletin board under one of the two headings you have on that board.10)Conduct a discussion of why certain things (e.g., fruits, vegetables, meats, grains, milk, eggs, etc. are “Good to Eat,” and why things such as tobacco products, gasoline, laundry products, alcohol, etc. are “Not Good to Eat,” by participants their age.I occasionally have the students sing the song, regardless of the time of day, or what is going on, just to keep this concept of not putting things that aren’t healthy into their mouths. I’ve done this throughout the academic year with the students. It also creates a “refreshing break” from some the “tedium” that can set in during the teaching day.Adapted from: School Health Curriculum Project, Grade 1. ................
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