Content Area: Health and Physical Education
Index: 2.1C Grade 6 CPI 4
Standard: 2.1 - Wellness
Strand: C - Nutrition
Cumulative Progress Indicator: 4 - The student will discuss the short- and long-term benefits and risks associated with nutritional choices.
Grade: 6
Sample Activities:
· SNACK ATTACK - For this activity, take a large box (preferably an appliance carton) and decorate it to resemble a vending machine. Students tape the wrappers from their favorite snack to the window part of the vending machine. In turn, each student describes the nutritional components of his/her favorite snack food. The class votes whether the food is healthy or unhealthy. If the class votes unhealthy, place a “not available” card over the wrapper. Students generate a list of healthy snacks.
Variation: Supply a variety of snack foods for students to sample. Before tasting a snack food, each student completes a nutritional analysis chart, describing the number of calories in the food, the fat content and sugar content, and other relevant nutritional information.
Variation: Divide the class into groups. Assign each group a different nutrient.
Students investigate the nutrient and develop a skit outlining the need for the
nutrient. The skit should have team members playing various body systems. The
“nutrient character” emphasizes its impact on all the body systems.
· WHO'S IN CHARGE? - Ask students to describe the organization of a major corporation. Explain to the class that the human body is much like a major corporation: the chief executive officer is rarely seen but has a great deal of influence on how well the company functions. The chairperson or CEO of the human body is the pituitary gland. Since this gland is frequently called the master gland, this organ becomes the chairperson for what we call “adolescent restructuring.” Divide the class into teams. Each team designs a company, with the pituitary in charge that shows how hormones regulate many bodily functions. Team members define their tasks during puberty, determine what body systems must work together to accomplish these tasks, and describe what adaptations can be made to ease the adolescent restructuring. Teams present their ideas to the class.
Variation: Use CD-ROM and interactive computer technology (e.g., A.D.A.M., 3-D
Human Body) to allow more advanced students to study the intricacies of body
systems.
Variation: Use models of organs and body systems, (e.g., he brain, heart,
skeletal system) to reinforce information found in books and videos. Take
students on a field trip to a science center or health education center (e.g.,
Liberty Science Center, Franklin Institute, CentraState Medical Center’s
Health Awareness Center) to experience interactive displays.
· 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.
