Learning to Give, Philanthropy education resources that teach giving and civic engagement

Healthy Youth, Healthy Community (3-5)
Unit of 6 lessons
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Unit Overview:

Focus Question: Why is it important to practice healthy living  habits and advocate for healthy living practices in a community? 

Unit Purpose:

Students explore healthy living habits for themselves and for their community. They practice making healthy food choices, exercising and helping people of the community do the same. Learners develop a service-learning project based on a community needs assessment.

Unit Duration:

Approximately nineteen 45-minute sessions

Unit Objectives:

The learner will:

  • write a class definition of community.
  • play a cooperative game.
  • create a classroom contract to govern student behavior throughout the program.
  • brainstorm healthy foods.
  • make a commitment to eating a healthy, balanced diet.
  • compare heart rate before and after exercise and observe physical changes to the body.
  • perform a simple dance routine.
  • identify personal, home, and community health culture traits.
  • identify the cultural and environmental factors that lead to obesity.
  • name the benefits to self and others if the community has a shared culture of valuing healthy living.
  • create comic strips about healthy eating and exercise in order to influence the health choices of others.
  • define body image and explore how the media impacts this.
  • state that beauty is an opinion and changeable and should not be dictated by magazines and popular opinion.
  • explore media influences on food choices.
  • give examples of actions students can take to improve the common good.
  • develop an ad campaign for "Be Your Best You."
  • explore what it means to be responsible citizens.
  • develop trust and responsibility through a cooperative game.
  • identify ways they are responsible at home, in school, and in the community.
  • identify national and world leaders.
  • identify qualities of leadership.
  • explain how leadership applies to service.
  • develop survey questions to collect data on community needs.
  • role-play data collecting.
  • play an observation game.
  • discuss procedures and safety practices for community survey.
  • conduct community survey.
  • reflect on the survey experience and results.
  • analyze collected data.
  • work together to select a health need for a class service project.
  • outline and plan their service project.
  • identify potential sponsors and contributors from businesses, groups and individuals.
  • carry out their planned service project.
  • reflect on the impact of the service project.
  • demonstrate the impact of their service project by summarizing data.
  • celebrate their hard work and efforts to make the community healthier.

Service Experience:

Although lessons in this unit contain service project examples, decisions about service plans and implementation should be made by students, as age appropriate.

Students create and implement a needs assessment survey. After collecting data, they will design a service project appropriate for their community to promote healthy habits in themselves and others.

School/Home Connection:

 

For homework after Session Three in Lesson Two,  have students complete the Home Healthy Survey (Handout Five) and bring it back to school for discussion.

 

Bibliographical References:

State Curriculum and Philanthropy Theme Frameworks:

See individual lessons for benchmark detail.

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