Content Area: Health and Physical Education

 

Index: 2.2A Grade 6 CPI 1

 

Standard: 2.2 - Integrated Skills

 

Strand: A -   Communication 

 

Cumulative Progress Indicator: 1 -  The student will summarize health information from a variety of valid and reliable health resources.

 

Grade: 6

 

Sample Activities:

 

·     STORMY WEATHER -  Prior to class, prepare six large raindrops and label each one with one of the six identified risk behavior categories identified by CDC. Begin the class by asking: “What national health organization keeps us informed about health, wellness, and disease control?” Write the words Centers for Disease Control and Prevention (CDC) on the chalkboard. Explain the purpose of the agency and tell students that they have identified six critical areas that contribute to or impact one’s health. Show the students the raindrops and ask for two volunteers. Have the volunteers sit side by side and give one student an open umbrella. While holding the raindrops over the students’ heads (you will need additional volunteers) explain that the student with the umbrella is prepared for the “storms” of life. Associate the raindrops and the six risk factors. Drop the raindrops on both students and ask them to explain what happened. Which student is protected? Why? What does the umbrella represent? Tell students that one’s ability to make responsible choices will prepare them for the storms of life. Students brainstorm other influences that help make them more resilient and less likely to participate in risk behaviors (e.g., parents, values, a desire to keep healthy and fit).

Variation: Add strips of paper to the umbrella that outline the steps to responsible decision making. Create small groups to generate lists of situations that relate to each of the six risk categories. Each group generates at least two strategies to help reduce their risk.

 

·    HEALTHCARE IS OUT THERE - Brainstorm a list of healthcare providers and write the list on the board. (Be sure to include specialists in various aspects of healthcare, not just doctors, nurses, and dentists.) Through a lottery, assign one healthcare provider to each student. Students investigate the field, noting educational requirements, licensing, and the kinds of healthcare problems the specialist addresses. Students review the local phone directory to locate the names of specialists in the community and develop an oral or written presentation on the assigned healthcare provider. Students interview a provider and share the information with the rest of the class.

 

     Variation: Invite a panel of healthcare providers from different backgrounds to speak to the class about the types of clients they serve and the health problems they most commonly see. Speakers should address the differences in professional preparation for their career as well as licensing and continuing education requirements.

 

·    WHO IN MY COMMUNITY - Students interview a healthcare provider or representative from a health organization, using a teacher-prepared questionnaire (the student may add other questions). Students develop a class booklet based on the interviews. Photos and videos of the person at work can be shared.

Variation: Invite an emergency medical technician (EMT) and paramedic to demonstrate emergency equipment and vehicles and discuss the appropriate use of 911 and emergency medical services.

Variation: Visit a hospital emergency room. Students compare the activity noted on the visit to TV portrayals of hospital life.

Variation: Students correspond with local, state, or national organizations to obtain literature on various healthcare careers and develop an information packet on their assigned career. Students swap information packets and review as many as possible during a class period. Each student selects one
career that appeals to him/her and justifies the choice.

 

·    GETTING HELP: SCHOOL RESOURCES - Ask students the following question: “If you have a problem, where do you go for help?” The entire
class compiles a list using a whip around, pass option activity. Invite a panel of helping professionals including the school counselor, substance awareness coordinator, social worker, DARE officer, psychologist, and school nurse. Panel members discuss their role as a member of the student assistance team. After the presentation, divide the class into small groups and assign each group a situation involving the use of alcohol, tobacco, and other drugs. Each group brainstorms where students can go for information and help about the problem and develops a role-play of their assigned situation. Discuss each group’s presentation. Students rate each presentation, focusing on how well the problem was resolved. Examples of situations for this activity might include the following:
-    Someone’s brother is smoking marijuana.
-    Someone’s baby-sitter drinks the parent’s beer.
-    Someone’s father drinks and drives.
-    Someone’s mother dies from an overdose of sleeping pills.