Content Area: Health and Physical Education

 

Index: 2.1A Grade 6 CPI 1

 

Standard: 2.1 - Wellness

 

Strand: A - Personal Health

 

Cumulative Progress Indicator: 1 -  The student will discuss the physical, social, emotional, and intellectual dimensions of wellness.

 

Grade: 6

 

Sample Activities:

 

·        WELLPOWER - Write the words environmental, inherited and behavioral on the chalkboard. Explain that these three categories sum up the major influences on one’s health and well-being. Divide the class into three groups and assign each group one of the categories. Each group develops a concept map or chart for their assigned factor, noting actions that contribute to wellness related to their category. Students should include the following subcategories: fitness, nutrition, personal health behavior and hygiene, stress management, safety, and sexuality. After reconvening the groups and discussing actions that contribute to wellness, each student selects one action item and develops a plan that he/she will personally try to accomplish. For example, a student might write: “I will try to exercise at least three times per week for at least 30 minutes.” Students indicate in the plan the reason they chose the action and justify how they will make the choice become a change.

 

 

      Variation: After identifying factors that contribute to wellness, each student develops an action plan for his/her own wellness, identifying a goal, any obstacles to reaching that goal, steps that support the achievement of the goal, and a reward for its achievement.

 

·        EFFECTS OF EXERCISE - Allow students a few minutes of quiet time—to listen to quiet music, read silently, or just relax with eyes closed. After about five minutes, students take their pulse rate and record it. After stretching, students jog or perform a simple aerobic routine for 10 minutes, then take their pulse rate and record it. Students note changes in body temperature, sweat, skin, pupils, and breathing rate. After a second 10 minute quiet relaxation period, students take and record their pulse rate. Ask: “What impact did exercise have on the body? What body systems were affected by exercise? What messages did the body receive from the brain after the 10-minute exercise session?” Use the student comments to frame a discussion of how the body works to maintain equilibrium even during times of stress, such as during exercise.

 

·        IT'S NOISY OUT THERE! -  Brainstorm responses to the following question: “How can too much noise affect your health?” Chances are students will give the obvious answers regarding hearing loss but lead students to answers such as increased stress, less privacy, high blood pressure, and structural damage to one’s house. In small groups, students develop a list of ways to reduce their exposure to loud noises and share their list with the class.

Variation: Brainstorm kinds of sounds and provide students with a decibel scale. Students match each sound with the appropriate decibel. Discuss the impact of continuous exposure to excessive decibel levels on hearing and general health. Review community laws about noise.

 

·       HIGH ON HEALTH - This activity should be performed in the gym or a wide-open area. Outline an equilateral triangle large enough so students can form lines to create each side. At one point, place a large sign reading “Physical Health;” at the next point, a large sign reading “Mental Health;” and at the third point, a sign reading “Social Health.” Explain that each team represents one area of health. Students pass a balloon, ball, or beanbag around the triangle. The student who passes the object must describe one action that supports personal or family health related to his/her team’s area (e.g., a mental health team member might say, “I will practice ways to relax before tests”). After all students have had a chance to play, return to the classroom and have each student outline in a journal entry at least one action from each area he/she will try to implement.

 

·       TEN ACTIONS - Each student lists 10 actions that support various aspects of personal health and then develops a collage, video, or artwork that creates a visual image of the actions he/she has selected.

Variation: Compile a class list of actions that support personal health. Students rank the items on the list and create a “top five countdown.” Students illustrate the top five on a mural or series of posters.

Variation: Students generate a list of 10 actions for positive family health. Compile a class list and rank the items. In small groups, students generate strategies to implement the actions at home.

Variation: Students develop a book entitled “Ten Actions For Health” to be used by younger students. The book should include original artwork and poetry that illustrate the actions voted by the class as the most important. Students can present the book to primary-level students and create a bulletin board to support the activity.

 

·       CHOOSING AND USING - For this activity, establish several skill and information stations. At each station, students participate in skill demonstrations or knowledge quizzes and are “rated” by peer educators. Give each student a card that spells HEALTH across and down, similar to a bingo card (see below). As students move from station to station and successfully complete the required tasks, they accumulate stickers on the card. When a student has successfully completed enough stations to spell HEALTH on his/her card two times across, down, or diagonally (accumulating 12 stickers) he/she turns the card in for a small reward. Sample stations might include the following:

 

 

      Variation: Modify the activity to include decision-making skills and effective communication skills rather than health practices. At each station, students are given a scenario, develop several questions about the scenario, and then decide on an appropriate solution. Peer educators or adult volunteers may be used to score the students’ responses based on established criteria. Students receive stickers based on the scoring criteria.

 

·       CHECKING UP - Poll the class to determine how many students have had a checkup or physical exam in the last year, either at school or with his/her own healthcare provider. Brainstorm the components of a physical exam and write them on the board (e.g., height, weight, blood pressure, vision, dental). Explain that physical exams are one aspect of preventive healthcare—activities that can detect problems early and allow individuals to change their behavior or receive treatment. Students list three reasons why it is important for individuals to know their personal health information (e.g., knowing one’s cholesterol level may motivate a person to modify his/her diet). Next, students list three reasons why it is particularly important for young people their age to have regular physical exams (e.g., detecting a vision problem early may improve one’s grades in school). Stress the importance of early detection in the prevention and control of disease. Students write a brief essay on the need for of preventive healthcare.

 

·       FACTORS THAT INFLUENCE HEALTH -  Brainstorm factors that influence one’s personal state of health (e.g., dietary patterns, exercise,
heredity). Divide the class into small groups, and give each group a case study that describes a student their age. The student in the scenario has a health problem (e.g., diabetes, asthma, myopia, a growth disorder). Each group identifies the problem(s), the possible causes or contributing factors, treatment, and prevention methods and then describes the impact of the problem on the hypothetical student’s daily life. As part of a presentation to the entire class, one student assumes the role of the young person in the scenario. Other group members interview the student about his/her health condition and how it impacts being an adolescent. Students complete the activity by writing a journal entry describing things they can do to reduce their risk of illness or injury.

 

SAMPLE CASE STUDY: ROB

Rob has always been athletic. Last winter, Rob got sick and was diagnosed with asthma. His doctor explained that he would have to use medication several times a day and that he might not have the stamina to play sports like he used to. Rob really wants to play basketball this year.

SAMPLE CASE STUDY: ELLEN

Ellen had been feeling extremely tired and had lost interest in school. Her parents thought she was bored. At her last physical exam, the doctor drew some blood and discovered she had diabetes. She needs to take insulin several times per day, but Ellen is feeling much better.