Content Area: Health and Physical Education

 

Index: 2.1C Grade 12 CPI 2

 

Standard: 2.1 - Wellness

 

Strand: C - Nutrition

 

Cumulative Progress Indicator: 2 - The student will design and evaluate a nutrition plan for a healthy young adult considering cost, availability, nutritional balance, freshness, nutritional value, and culture.

 

Grade: 12

 

Sample Activities:

 

·        PROBLEMS WITH THE SYSTEM - Students select a body system and research health problems associated with that system, selecting one condition for further research. Students develop a research portfolio outlining the factors associated with the particular condition (e.g., genetic, nutritional, behavioral, cultural, environmental). Students emphasize how to prevent or reduce one’s susceptibility to the health condition. Students share their findings in a research forum—a roundtable discussion of related health conditions. For example, students choosing the cardiovascular system may conduct research regarding mitral valve prolapse and share their findings with other students investigating cardiovascular disorders. Students selecting the respiratory system might narrow their research to asthma or tuberculosis. Display the portfolios for all students to review.

Variation: Students develop a series of computer graphics or illustrations that trace the origins of a disease and track the changes in the body if the disease progresses untreated.

 

·        BUDGETING - Students outline and predict a food budget for all meals and snacks for a one-month period. Students consider eating out as part of the food budget. Each student develops a grocery list, searches the ads for coupons, and seeks out the best buys. Discuss if the list changes after exploring the ads. Discuss how planning can impact current and future lifestyle choices.

 

      Variation: Assign the same shopping list to all students. Students search the ads for bargains and “buy” the items on the list within a specified budgeted amount. Vary the amount of play money allotted each shopper. Award a prize to the best shopper.

 

·        DANGEROUS DIETING - Establish four stations with information about different fad diets. Students move to the various stations and collect information. Students return to small groups and discuss how the various diets might impact one’s health by responding to the following questions: “Is the diet dangerous? Why or why not? Is it safe for athletes? children? women?”

 

      Variation: Students examine the role nutrition plays in various sports and activities (e.g., the diet of long distance runners or swimmers). Students develop an eating plan that compliments an exercise plan for a particular sport or activity and present the information to the class in a packet or
visual display.

Variation: Groups determine which nutritional and exercise program is best for a person described in a case study. Case studies should include individuals with health conditions, athletes concerned with weight loss or gain, and older athletes such as master swimmers or runners. Be sure to include athletes who participate in wheelchair sports, those participating in Special Olympics programs, and athletes of both genders.

 

·        PROJECT GOAL SETTING - Begin the class with a discussion of goal setting. Ask: “Why do people set goals? How can you improve your chances of achieving a goal?” Write the following elements of successful goal setting on large sheets of chart paper, solicit examples of each, and leave the sheets posted in the room throughout the year.

REACH FOR THAT GOAL
-        Make the goal realistic but challenging.
-        Find people to support your efforts.
-        Write the goal down and post it somewhere you will see it everyday.
-        Develop a written plan.
-        Outline step-by-step how to reach your goal.
-        When you reach a goal, set a new one.

After the discussion of goal setting, students develop a personal fitness plan by identifying needs (collecting data) and then writing goals. Students select activities to reach the goals and write a weekly and monthly update on the plan. Students complete the plan on their own and keep accurate records.

 

·        STEPS TO SUCCESS - Developing a personal fitness plan helps students reach their goals. Brainstorm a step-by-step approach to developing and meeting fitness goals. (A sample is shown below.) Students develop a personal fitness plan using the “step” approach and share with a partner. Partners review each other’s plans and make suggestions for improvement. Students implement the plan and report to their partner on a weekly basis. At the end of the semester, partners develop a written summary of their achievements, presenting factors that impacted the attainment of their goals.

 

      STEPS TO FITNESS SUCCESS
-        Make it personal. Write the element you most want to improve.
-        Motivate yourself. Write a letter to yourself describing the goal you want to attain.
-        Choose activities you will continue to do.
-        Proceed at a reasonable pace. Don’t try to change overnight.
-        Plan time for fitness. Keep a calendar noting the times you exercise.
-        Make a list of any equipment you need to exercise, and make sure it is readily available.
-        Vary the type and location of your exercise. Take a walk in the park, jog along the river, or bike at the gym.
-        Find a friend. Exercising with a partner makes the activity more fun.
-        Enjoy yourself. Make a list of healthy activities you enjoy.
-        Reward yourself when you reach certain goals.