Content Area: Health and Physical Education

 

Index: 2.2C Grade 12 CPI 1

 

Standard: 2.2 - Integrated Skills

 

Strand: C -   Planning and Goal Setting

 

Cumulative Progress Indicator: 1 -  The student will appraise individual and family needs in order to achieve and maintain wellness and design a plan for lifelong wellness.

 

Grade: 12

 

Sample Activities:

 

·       NATURAL WAYS - Share articles about natural remedies from magazines and journals or explore related Web sites. Explain that in some cultures, natural remedies are used to treat a variety of illnesses. In groups, students compare and contrast traditional, medical, and natural treatments for common health problems (e.g., colds, headaches, poison ivy). Students explore cultural or familial traditions for care along with trends in nutrition, natural remedies, mind-body connections, and other methodologies and present their findings to the class.

Variation: Students research changing attitudes and ideas about alternative health treatments. Students consider the following: “What role do these play in the cultural traditions of a family? How may they be in conflict with traditional American medical practice? Are some treatments illegal?” (Students might consider issues such as the legalization of marijuana for medical use.) Discuss and debate issues related to controversial medical treatments or experimental treatments. Ask: “Should individuals have more choice in the kinds of medical treatment they receive?”

Variation: Ask: “Are nontraditional treatments covered under health insurance? How can healthcare providers become sensitive to family and cultural health practices and traditions?” Present a panel discussion of healthcare providers representing various opinions on traditional vs. “new age” medicine. In advance of the panel, students investigate the issues through interviews and research.

 

·       WELLNESS REVISITED - Ask the class to define wellness. “What does it mean? Does wellness change as one ages?” Each student develops a lifelong plan for wellness, focusing on preventive care now (e.g., nutrition, exercise, stress management) and outlining strategies to deal with existing health problems (e.g., asthma, allergies). Students should consider family history and culture in the development of the plan. Enlist other school staff, including the physical education teacher, athletic trainer, counselor, school nurse, and food services staff to assist in this activity. Volunteers share elements of their plan.

 

      Variation: Students list 10 things that cause them stress. Using the lists as a starting point, discuss the many causes of stress. Divide the class into small groups to learn a relaxation technique, such as Tai Chi, yoga, meditation, or visualization. After practice sessions, each group presents its technique. Conclude the lesson with a discussion of other strategies to help deal with stress or discomfort.

 

      Variation: Students research the effects of exercise on the mind. Ask: “How can exercise help an individual feel better—not just physically, but emotionally? What are the social benefits of exercise? How

 

·       REACHING FOR WELLNESS - Explain that individuals who engage in activities that promote positive self-esteem are more likely to experience high-level wellness. Often times stress causes one to feel unwell, to experience aches and pains or vague sensations of uneasiness. In spite of all this, some people are described as being stress resistant—they seem to handle stress better and bounce back easily. These people are resilient because they seem to be better able to handle misfortune, pressure, or adversity. To investigate this further, show the class an artichoke and explain that it represents a resilient teen. Demonstrate the many layers of the artichoke—protective layers that strengthen the vegetable. Relate the layers to protective factors (sometimes referred to as assets), characteristics of individuals and their environment that make a positive contribution to development and behavior. As you discuss each of the 11 protective factors that promote resiliency (see box below), peel a leaf from the artichoke and give it to a student. Explain that each layer promotes wellness, helps the person handle stress, and discourages drug use. As you reach the last leaf, note how exposed the artichoke
now is. Ask: “What would this mean if the artichoke were a person?” As a culminating activity, students write a chemical formula or recipe for resiliency.
can exercise be used to reduce stress or eliminate or lessen minor health complaints?”