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.
Focus Question: Why is it important to practice healthy living habits and advocate for healthy living practices in a community?
Approximately Nine 45-minute sessions, plus additonal time to complete the service project
Through analysis of surveys, research, interests, and talents, students select and plan a service project to improve an area of community health. They carry out the project and demonstrate the process and outcomes to a community audience.
Students reflect on their own growth over the course of this unit by comparing journal entries and their Lifestyle Logs from the beginning of the unit to the end.
Lesson One: For homework after Session One, students pick a topic and bullet point from the CDC Healthy Youth report to research on their own or with a partner. For homework, they find 3-5 more interesting facts about their topic to share with the class during the next session. Students may use their journals to record their research, and then make a poster or create short Power Point presentation to report their findings. For students interested in exploring sleep, give them copies of the Losing Fat, as Easily as Closing Your Eyes New York Times, October 1, 2010
After each session, students have reporting, taste testers, and/or vocabulary homework. See Handout 1, Features Overview for more information.
After Session Four, students conduct research to further investigate the topics raised in the discussion of news articles related to the importance of exercise to good health.
This unit gives students the knowledge and tools they can use to address health issues in their homes and communities.
In the Reflection field of each lesson, journal prompts are provided for each session. Journals will be used to reflect on information learned, record research findings, and store personal health logs and surveys. Journal entries should not be graded on content, but are private. Students may choose to share or not share their work with the group and/or leader. Respect for student privacy is extremely important especially given the very personal nature of some topics covered in the program.
Several sessions throughout the unit have a Reporting assignment, as well. Students select topics touched on in the session to find out more about and then report their findings in a follow-up session. As part of the Reporting assignment, students select 1-2 vocabulary words from their research to share with the class.
In Lesson Two one of the activities is to learn a dance step by watching a YouTube video. The teacher should preview the video to determine if it is appropriate for the class.
CDC Fact Sheet
Losing Fat, as Easily as Closing Your Eyes New York Times, October 1, 2010
Lesson One news articles:
Lesson 2 news articles:
Behavior: Losing Fat, as Easily as Closing Your Eyes
See individual lessons for benchmark detail.
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