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Chapters 10, 11 and 12 cover some very strong influences for students! Alcohol, communicable/chronic diseases and consumer/community health (including media influence and understanding health care) are giant topics. Every student will have at least one of these factors pertinent to them.
We’ve use the CA Department of Education site, but maybe you will move to another state! Good news, the Federal Government standards are almost exactly the same. The CA resource is nice since it is a pdf with a great overview of the content areas and you can print to see all at once. I find it harder to find the content areas on the CDC site so I highly recommend you use both or at least know that the CA resources backs up the Federal one as it is largely the same.
Go to: National Health Education Standards (Links to an external site.)
First, read the National Health Education Standards and see that they are largely the same as the CA state ones. Much of the topics in this week’s chapters relate to Standard 5. “Students will demonstrate the ability to use decision-making skills to enhance health.”.
Use Standard 5 to show how you can integrate decision making in the content areas of either “Alcohol, Tobacco or Other Drugs” OR “Personal and Community Health” . These content areas are from the CA chart but include everything in this week’s chapters so get ideas from the chapter too!
I am going to challenge you to plan for middle school and up!
ASSIGNMENT: Using Standard 5, and the content area of either “Alcohol & Drugs” or “Personal and Community Health” chose a performance indicator and grade level. Design a lesson or activity or integrated feature in your class that satisfies these markers. Mine is below!
Standard 5:Students will demonstrate the ability to use decision-making skills to enhance health. (You must use Standard 5 this week)
Content Area: Alcohol and other drug use.
Performance Indicator: 5.8.5 Predict the potential short-term impact of each alternative on self and others
Grade: 7/8 science lesson (You must pick 6th grade and up this week)
Activity: Use a science lesson on gas diffusion to show tar and nicotine on a sponge. The teacher needs to demo since it involves matches and a cigarette. If it wasn’t covid, I’d still have the kids wear masks even though the smoke is going in the bottle. You take a clear soda bottle with cotton balls in it and plug the opening with clay with one little opening for the cigarette. You put a cigarette in it and squeeze the bottle to suck air in and out. After a few minutes the cotton is brown. I got the idea here!: smoking danger lesson Links to an external site..
How to meet standard and performance indicator: Class discussion. Standard: Ask them if this impacts the decision to smoke. Performance Indicator: Ask the kids if they smoked then went to a sports practice or out for a walk, how their lungs would feel (short term impact). Ask how a friend near them while they were smoking might be impacted. Ask how they would be impacted by a friend smoking near them. I would use the lesson of how gasses travel/diffuse to show an impact of smoking.
5 pts- standard 5, content, indicator, grade level
7 pts-activity, please share where you found the idea if applicable
4 pts-tell us how it meets the standard
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