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 Purpose:

The purpose of this Unit is to introduce the learners to healthy living habits both for themselves as well as their community. The learners demonstrate their knowledge by participating in various activities making healthy food and exercise choices and helping people of the community do the same. Learners develop a service-learning project based on a community needs assessment. They reflect on their service project, demonstrate the impact on the community, and celebrate their hard work and success. Focus Question: Why is it important to practice healthy living  habits and advocate for healthy living practices in a community?

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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