Subject Area Health

Grade Level Grade 8

Topic Well-Being
Length of Unit (days) 6 Days

Rationale:
The purpose of this unit is to provide awareness to students on the following topics:
● stress and time management
● social media
● child abuse
● depression and anxiety
● suicide
● basics of nutrition
Students will complete quizzes and exit slips to provide evidence of learning as well as participate in class or group discussions. The course is
designed to lead students through important topics they may begin to start facing. Material has been gathered from reliable sources. This
health unit is the first of 3 rounds that are run throughout the year. Students will participate in health for 6 days instead of PhysEd for the
duration of the unit. Students are graded on the 3 stems associated with the health curriculum and are expected to submit quizzes, exit slips,
and assignments, as well as participation (each stem is marked /4).

Differentiation:
Much of the class is focused on creating awareness and conversation around the topics covered. Students are provided with different variants
to demonstrate their knowledge and understanding.
Classroom Management:
Students are expected to come to class prepared (either in person or online) and are expected to participate during group, partner or class
discussions. Students are given a count down during partner or group work to return to their desks. All assignments are expected to go into
student duotangs after completion to assess a PASS/FAIL grade at the end of the unit. Students who are not listening will be given a warning
and if this behaviour continues a conversation in the hallway will happen.

Stage 1: Desired Results

General Outcomes (in full):
● Wellness Choices: Students will make responsible and informed choices to maintain health and to promote safety
for self and others
● Relationship Choices: Students will develop effective interpersonal skills that demonstrate responsibility, respect
and caring in order to establish and maintain healthy interactions.
● Life Learning Choices: Students will use resources effectively to manage and explore life roles and career
opportunities and challenges.
Understandings: Essential Questions:
Big picture/ideas after you have unpacked the These address more specifically how you will achieve the
outcomes big picture/ideas
● Develop an understanding of the causes ● What are some strategies to help me manage my
of stress and stress management stress load inside or outside of school?
techniques ● What are some ways to help me improve my
● Explore the impacts that social media has mental health?
on our lives ● How can I help someone who is struggling with
● Recognition of abusive behaviours and mental health or mental illness?
signs of abuse ● What do abusive behaviors look like?
● develop tools to understand listen to ● How does nutrition affect my life?
those who have been abused and need
help
● I have strategies to help me support/help
with someone struggling with their
mental health
Specific Outcomes (in full): Prior understandings…
Students will be able to… ● This class will build on health topics discussed in
previous grades with similar topics.
● W-8.1 examine the relationship
between choices and resulting
consequences; e.g., how choosing to
smoke affects how one looks, feels
and performs Where does this lead? (Future outcomes in the same
course, following grade-level classes, etc.)
● W-8.2 analyze the impact of positive ● students will be able to apply their learning to
and changing choices on health
throughout the life span; e.g., need
future topics in grade 8 health as well as in
for varying amounts of sleep, calcium grade 9. Grade 9 health will build on topics
that have been covered in this unit to a higher
● W-8.5 evaluate personal food choices, degree of depth.
and identify strategies to maintain
 optimal nutrition when eating away
from home; e.g., eating healthy fast
foods

● W-8.9 describe rights and

responsibilities of employers and
employees in relation to workplace
safety

● W-8.11 identify and develop personal

resiliency skills; e.g., planning skills,
social competence

● R-8.1 describe characteristics of

persistent negative feeling states;
e.g., depression, mood disorders

● R-8.2 describe signs associated with

suicidal behaviour, and identify
interventional strategies

● R-8.3 evaluate the relationship

between risk management and stress
management; e.g., managing risks
effectively reduces stress, managing
stress can reduce impulsive
behaviours

● L-8.1 determine and develop time

management strategies/skills to
establish personal balance; e.g., the
use of time and energy in family,
school, leisure and volunteer activities,
rest

Grade: 8   Unit: Health Unit 1 (Well Being) Dates: October 12 - 22, 2021
 
Date Lesson Title GLO’s Assessment Key Questions Learning Activities Safety Instructional Equipment/ Motivation
 SLO’s related to this Strategies Resources/
Technology
Lesson
Day  Personal W8.2 Pre- What is stress? PowerPoint Intro of myself Be respectful Direct Smart Board group
1 Safety - Stress assessment to your peers Instruction discussion
and Time W8.9 (F) How can I -Classroom Rules laptop
Management manage stress? -Course Outline you have a Cooperativ partner work
W8.11 Observation -Unit Intro (Well Being) right to pass e Learning slide show
(F) Are there good -Assessment different
R8.3 and bad stress? contribute group balloons? platforms for
-Ballon Activity? your discussion teaching
thoughts and
1.What is Stress?: feelings literature
-stress is a reaction to our appropriately response
environment and
surroundings. Change
makes demands on us, our
bodies react, and we feel
stress.
-it can be described as a
primitive survival response
(fight or flight)
-stay and fight or run away
to fight another day

-What are some types of

stress that you have
experienced or know of
others having experienced?

2. Does good stress exist?

-Eustress is considered
good stress
-it is healthy to experience
some. This can help
challenge and motivate us.
-when we succeed at a
challenge, we feel more
confident, have higher self-
esteem, feel a sense of
accomplishment and
release endorphins (happy
feelings) - especially if we
have failed previously

-can you think of examples

of what positive stress
could look like? (Allow
students to think and
discuss in groups before
bringing the class together)

Stress management Tip

Video (7 mins)

3. When is stress bad?

-when there is more
challenge than we want -
stress levels do vary from
person to person
-stress can be more than
just mental. Sometimes our
behaviours will increase
negative stress on our
physical bodies
-example: smoking, lack of
sleep, poor diet, lack of
exercise
-sometimes situations
cause stress:
-example: parents fighting,
unwanted move, new
school, health, illness or
death in the family

4. Physical Reactions to
Stress
-heart rate increase
headaches, fatigue,
nervousness, asthma
attacks
-BP increases, poor
digestions, ulcers, back
pain, insomnia
-appetite can increase or
decrease

5. Strategies for
Managing Stress
-rethink and reframe
perspective (are there a
positives?)
-the power of positive
thinking (see it, think it, do
it)
-visualization of the goal or
product
-relaxation and meditation
techniques (yoga, deep
breathing, a hug)
-Leisure Activities:
-physical exercise
-gardening
-reading
-movies
-being with friends/family

6. How to Manage Time

Better
-video (4 mins)
-what are some strategies
that you use?
-Strategies:
-make a list
-prioritize
-tackle the small problems
first
-chunk tasks into smaller
pieces
-set a reward

7. Study Skills
-video (4 mins)

8. Your Brains RN
-Teenage brain video (3
mins)

9. Teenage Brains
-don't mature until ~25
years old
-love new experiences
-recognize negative
consequences of actions
but will choose to do them
anyway because maybe the
consequences won’t
happen. Might result in a
cool experience
-your brains need 9-11
hours of sleep due to your
bodies and brains growing.
-you are experiencing the
2nd biggest brain growth
phase of your life right
now. The first biggest is in
the first year of your life
-your brains learn things
far easier than an adult can
-because of all this growth
your brains can be
profoundly and irreversibly
damaged by drug and
alcohol consumption or use

10. Quiz
-get a paper and writing
utensil
-put first and last name, as
well as your homeroom on
your paper
-on your paper list #1-5
-you will need to write
your answers (don’t need
to write the questions)
-once finished, wait quietly
-quiz questions:

1) list the 3 class

rules
2) What is positive
stress called?
3) There are many
ways to better
manage your time,
name 2 methods
to help keep you
organized
4) What is the
primitive
psychological
 response to
danger called?
(Hint: grandmas
can lift cars off
babies)
5) Spell your
teacher’s last
name - spelling
counts

Day Personal Pre- What are my -Intro to Class Be respectful Direct Smart Board group
2 Safety- Social W8.6 assessment rights in the -reminder of classroom to your peers Instruction discussion
Media (F) workplace? rules laptop
W8.9 you have a Cooperativ partner work
Observation What is -Workplace Safety: right to pass e Learning slide show
W8.11 (F) workplace 1)Ages 12-14 years different
safety? -work hours: contribute group platforms for
R8.5 How does social -cannot work between 9pm your discussion teaching
media impact and 6am thoughts and
my mental -cannot work during school feelings literature
health? hours, UNLESS enrolled in appropriately response
an off-campus program
How can I -can work up to 2 hours on
balance social a school and 8 hours on
media non-school days
relationships -Inappropriate Jobs:
and real-life -construction
relationships? -operating a vehicle or
equipment
How can I begin -handling alcohol,
to change my marijuana or other drugs
social media -must be under direct adult
habits? supervision at all times
-must have consent from a
parent or guardian

15 -17 years old

-work hours:
-cannot work during a
school day unless enrolled
in a program
-can work from 9pm to
12am in retail or
hospitality under adult
supervision
-can work from 12am to 6
am in other types of jobs
but must be under adult
supervision and have
parental consent
-exceptions for self-
employed (ex. babysitting
or shoveling snow)

Wages:
-minimum wage is the
hourly amount an
employer is legally
obligated to pay their
employees
-adult: $15 per hour
-Student: $13 per hour for
the first 28 hours per week
worked (but the employer
can choose to pay $15)
-more training and
education can result in
being paid more money by
an employer

Training, Break, Injury:

-Training:
-appropriate training is
required for some jobs
-employer should provide
the training
-Breaks, sick days, etc.
-all employees working 5
or more hours are entitled
to a 30-minute break (paid
or unpaid)
-employees are entitled to
stat holidays/holiday pay
-personal Injury
-you have the right to
refuse work in unsafe
conditions without penalty
-if injured at work you
must report it and seek
immediate medical
attention (if necessary)

1.Social Media/Digital
Citizenship
-social media is all around
us!
-hands up if you have any
of the following:
-instagram
-vsco
-snapchat
-facebook
-tiktok
-twitter
-social media is such a
large part of our lives now,
especially since the
pandemic has happened
that I think it’s important
to understand that social
media use can have great
and amazing benefits, but
we also need to recognize
that there are dangers
involved
-I am not here to tell you
not to use social media
because that would be
hypocritical; I have social
media; however, I am here
to have a conversation
about some precautions
that we can take when it
comes to online media

Personal Safety Quiz:

1)the legal limit for blood
alcohol levels in Canada
are: (a. 0.8 b. 0.5, C. 0.06,
D. 0.08)
2)True or False: driving
while hungover is not a
concern for safety
3)True or False: cell
phones are designed to be a
useful tool and are a low
risk for creating addiction
in users
4) True or False: People
under the age of 18 are not
eligible for minimum wage
5)True or False: a person
aged 15-17 cannot work
after 9 pm even with an
adult supervisor

2. Social Media Accounts

-social media is a powerful
tool today. People can
search up literally anything
and get results. With this in
mind, we need to consider
our own social media
accounts and what others
are seeing about us
-a good rule that I like to
use goes like this, “If I
don’t want a future
employer or my teachers to
see something I’ve posted,
odds are I shouldn’t be
posting it”
-in general, it is a good
idea to keep your accounts
private and only allow
those you know to follow
you - you never know who
is behind the screen
(catfishing)
-it can be incredibly easy
to find out information
about someone if their
accounts are not private
-If you have a phone on
you right now, I want you
to google your name and
see what comes up

Rules to consider:
-never post anything you
don’t want your
grandparents to see
-protect your reputation
-don’t post out of anger or
frustration (think!)
-the internet has a LONG
memory
-potential employers WILL
google you
-keep your privacy settings
in check
-do not share passwords
(except trusted and known
individuals)
-online activity is traceable
-if you plan to meet
someone you have met
online, irl take a trusted
adult with you (not a
friend)
-online information can be
bought and sold (identity
theft)
-don't post provocative or
suggestive photos online -
you will regret it
-if you are experiencing
suggestive or
uncomfortable situations or
behaviours from someone,
online tell a parent or get
police involved

3. Texting and Driving

-both texting and driving
and driving under the
influence are serious
offenses that can have
permanent consequences
-just like alcohol, there is a
zero-tolerance policy in
Alberta for distracted
driving (i.e. being on your
phone - this also extends to
marijuana)
-Provincial law: with a
class 5 license (full license)
the blood alcohol limit is
0.05% (this is ABOUT two
drinks for the average sized
male)
-if caught - the vehicle is
towed and impounded at
the driver’s expense
-car is impounded for 3
days
-violation is recorded and
kept as a driver's record
-Federal Law: the blood
alcohol level for all of
Canada is 0.08%
-if caught go to court
(licensed suspended while
awaiting court)
-if guilt: license suspended
for a year, a fine must be
paid, insurance rates go
WAY up for 7 years
-after one year suspension
a breathalyzer is installed
in the vehicle
-other: legal fees, increased
cost of transits, reputation
affected

4. Video
-its not you, your phone is
designed to be addictive (6
min)

5. Social Media and

Mental Health
-while many of us enjoy
staying connected on social
media, excessive use can
fuel feelings of anxiety,
depression, isolation or
FOMO
-remember that social
media can never be a
replacement for real-world
human interaction. We
need human interaction to
trigger hormones that
alleviate stress and make
you feel happier, healthier,
and more positive
-even though social media
was designed to connect
people and bring them
together, it can often leave
people feeling more lonely
and isolated (lead to
anxiety and/or depression)
-some studies have found
that there has been a strong
link between heavy social
media use and increased
risk for depression,
anxiety, loneliness, self-
harm and even suicidal
thoughts

6. Signs that Social Media

is impacting Your Mental
Health
-spending more time on
social media than with real
friends
-comparing yourself
unfavorably with others on
social media
-experiencing
cyberbullying
-being distracted at school
or work
-having no time for self-
reflection
-engaging in risky
behaviour in order to gain
likes, shares, views, or
reactions on media
-suffering with sleep
problems
-worsening symptoms of
 anxiety or depression

7. What to do?
-1. Reduce time online
-use an app to track how
much time you spend on
social media each day
-turn your phone off during
times of the day
-don’t sleep with your
phone beside you
-disable notifications
-limit checks
-delete the apps (have a
social media cleanse)
-2. Change Your Focus
-are you using social media
as a substitute for real life?
-are you an active or a
passive user on social
media?
-does social media leave
you feeling inadequate or
disappointed about your
life?
-3.Spend more time with
Friends or Family Offline
-set aside time each week
-reach out to an old friend
-join a club
-don’t let social
awkwardness stand in the
way
-reach out to acquaintances
-interact with safe
strangers
-4. Express Gratitude
-take time for reflection
-practice mindfulness
-volunteer
Day Mental Pre- Intro and Disclaimer Be respectful Direct Smart Board group
3 Health- Child assessment *Remember - we do not to your peers Instruction discussion
Abuse, (F) know what everyone here laptop
Depression has experienced. This may you have a Cooperativ partner work
and Anxiety Observation be a difficult topic for right to pass e Learning
& Trauma (F) many students so please be slide show different
and the Brain kind* contribute group platforms for
your discussion teaching
1.Types of Abuse: thoughts and
-Emotional feelings literature
-Physical appropriately response
-Sexual

2. Emotional Abuse:
-emotional abuse can be
present in EVERY kind of
abuse
-Rejecting:
-refusing to acknowledge,
accept, make time for or
support the child
-Degrading
-insult, criticize, imitate,
call names and otherwise
belittle a child/youth.
Deprives a child of their
sense of dignity and self-
worth
-isolating:
-to separate from others,
cut the child off from
normal socialization
process
-*being grounded for a
week for missing curfew is
not abuse! Nor is doing
ordinary household
chores*
-Terrorizing:
-cause distress by
intimidation causing fear,
observing or threatening
with violence in their
homes to either
themselves, loved ones,
pets, or favourite objects
-Corrupting:
-constantly showing the
child anti-social, harmful,
destructive and even illegal
behaviours and activities
that meet the need of the
caregiver
-Ignoring:
-psychologically
unavailable
-Adultifying/Exploiting:
-make use of the child for
one’s own advantage or
profit, to make excessive
age-inappropriate demands
-giving the child
responsibilities that are not
appropriate for their age

3. Physical Abuse
*a deliberate application of
force to any part of a
child’s body which results
or may result in a non-
accidental injury. Can be
one incident or it can occur
repeatedly over time
-because some of you are
babysitting or starting to
babysit it is important to be
aware of physical harm
-Where might you see
bruises as a result of
normal activities?
-A: knees, elbows, shins,
foreheads
-Suspicious (but can be
innocent): mid-back, backs
of legs, groin/buttocks,
face, side of head,
abdomen, and upper things
-a baby not walking, or
crawling has bruises - how
does a baby get them?
-Types of physical abuse
include hitting, slapping,
punching, pushing,
kicking, hair pulling,
burning, shaking, biting,
injecting chemical or
restraints
-Spanking laws: ages 2-12,
open hand and not in anger
-Shaken Baby Syndrome
-an infant (usually 6 weeks
to 4 months or young
children) is violently
shaken
-most common cause of
infant mortality and
accounts for the most long-
term disability in infants
and young kids due to
physical abuse
-inconsolable crying is the
most common trigger for
shaken baby
-infants are vulnerable
because the head is so
large in proportion to their
body and their neck
muscles are weak
-injuries may include:
extensive retinal damage in
one or both eyes that may
result in blindness. Major
problems: seizure, coma,
death
-¼ shaken babies dies as a
result of the abuse, ⅓
sustained serious injury
(lifelong), ⅓ escape serious
injury

4.Discipline vs. Abuse

-Discipline: consequences
logically related to the
misbehavior, involves
judgement, concerned only
with the present situation.
Effective listening and
negotiation, no submission
or humiliation, proactive
and demonstrates love and
affection. Discipline is
non-violent, the intention is
to TEACH
-Abuse: consequences
illogical, judges both child
and behaviour, deals with
the past and adds up
behaviours, impulsive,
more severe than
warranted, child feels
belittled, demonstrates
hostility. Intended to
hurt/injure
-Sibling Abuse: power
disparity, frequency and
duration of hurtful
interaction. Lack of
appropriate intervention by
caregiver - minimizing,
blaming victim, telling
abusive sibling to stop with
no consequences
-if abusive relations cannot
be solved in the home, you
need to look for help
outside the home

5.Sexual Abuse
-sexual abuse occurs when
a child is used for sexual
purposed by and adult or
youth. Sexual behaviours
are abusive if power is
misused in the relationship
-statistics:
*this is why it needs to be
discussed*
-young women who had
not participated in school
abuse prevention program
in childhood were about
twice as likely to have
experienced child sexual
abuse as those who had
participated in a prevention
program
-extremely high proportion
of sexual abuse among teh
aboriginal community-
possibly as high as 80%
-53% of women and 31%
of men were sexually
abused when they were
children
-average of 3 years
before=ore the victim
reports abuse
-average victim tells 8
times before someone
believes them
-Consent:
-children are unable to give
consent because they do
not hold equal power,
equal knowledge, or equal
support systems. Their
childhood is betrayed
-Legal Age of Consent:
-age is 16 years old with a
close-in-age exception,
meaning 14-15 years can
have relationships with
someone who is less than 5
years older than them
-A “child” under the law
(Alberta), age for
protection - 18 years
-Contact, non-contact
sexual abuse:
-Contact: touched in
sexual areas, forced to
touch another person’s
sexual areas, forced to
perform oral sex, forced to
perform intercourse (or
penetration with
finger/object), physically
and sexually used in
ritualized abuse
-non-contact:
-forced to watch
videos/porn, forced to
listen to sexual talk, pose
for sexual photos, forced to
look at sexual parts of the
body , forced to watch
sexual acts, objectified and
ridiculed about sexual
body parts, subjected to
intrusive questions,
comments, observations
verbally, on the computer,
or in notes; made the
object of voyeurism
Sexual Parts of the body:
-buttocks
-anus
-genital area
-breasts
-mouth

-Impact of Abuse:
-video (4 min

-It’s not the victim’s fault

-what to do? (repeat to
the victim that is not the
victim’s fault)
-tell an adult you trust,
keep telling someone
until someone HEARS
you
- Telling breaks the
abuses powers and gives
the victim power

MENTAL HEALTH
-What is mental Health?
(Have students discuss in
groups) what does it mean
to be mentally healthy?
-anxiety and depression are
becoming more and more
prevalent in teenagers.
 Why might this be?
-What is Depression (video
- 3 min)

Depression and Anxiety:

-everyone experiences
depressive episodes and
anxious feelings at some
point in their lives. These
are normal experiences to
be having, but why do you
think teens may be
struggling more with them
over the past few years?
-what causes anxiety and
depression (video - 6 min)

-What are some ways that

we can improve our mental
health when we feel down
or anxious? What are some
things you do? Maybe they
are things you have heard
others do
-allow students to
brainstorm in groups and
then share with the class

Day Mental W8-2 Pre- What is mental -Intro Be respectful Direct Smart Board group
4
Health/Nutriti assessment health? -Last class I asked you to to your peers Instruction discussion
on - Suicide W8-5 (F) brainstorm with your peers laptop
prevention What is suicide about different ways that you have a Cooperativ partner work
and intro to W8-10 Observation and the typical we can improve our mental right to pass e Learning slide show
nutrition (F) signs behind it? health. Who remembers different
R8-1 what some of the things we contribute group platforms for
How can I help said were? your discussion teaching
R8-2 someone that I thoughts and
am worried 1.What is Mental Health? feelings literature
about? -mental health includes our appropriately response
emotional, psychological,
What is and social well-being.
nutrition? -it affects how we think,
feel and act and also
Are there determines how we handle
different body stress, relate to others, and
types? make healthy choices
-mental health is important
at every stage of life, from
childhood and adolescence
through adulthood
-although terms are often
used interchangeably,
mental health and mental
illness are not the same.
Ex. a person can
experience poor mental
health and not be
diagnosed with a mental
illness.
Mental Health and
Teens:
-everyone can experience
depressive times and time
when they are anxious, that
is normal
2.Some Facts!
-everyone has mental
health and will experience
challenges regarding thor
mental well-being, but not
everyone will experience
mental illness
-everyone is indirectly
affected by mental illness
through their own
experience or others
-in a given year 1 in 5
people in Canada will
personally experience poor
mental health or illness
-major depression affects
approximately 5.4% of the
Canadian population and
anxiety disorders affect
4.6%
- some youth begin
experiencing mental illness
symptoms before they are
18
-approximately 20% of
Canadian youth are
affected by a mental illness
or disorder
-since 2009 there has been
a 61% increase in
emergency department
visits and a 60% increase
in hospitalizations from
youth with mental
disorders
-suicide is the second
leading cause of death
among youth and young
adults between ages of 15-
34

3.Suicide
-suicide is an important
topic, and although we
may feel awkward talking
about, is something that we
need to be aware of
-suicide can often coincide
with depression and
moments of poor mental
health

Risk Factors:
-mental health disorders
such as depression, anxiety
and other mood disorders
-alcohol or substance abuse
-impulsive behaviour
-history of trauma or abuse
-family history of suicide
-previous suicide attempts

Warning Signs:
-not everyone exhibits the
same signs that their
thinking about suicide, but
here are some signs that
are a cause for concern:
-physical changes in
appearance or hygiene
-increase in alcohol or drug
use
-sudden drop in grade
-social withdrawal
-talk about suicide or
preoccupation with death
-risky or reckless
behaviour (such as reckless
driving)
-self-harm behaviours such
as cutting
-talking about feeling
hopeless or having nothing
to live for
-researching suicide
methods and/or acquiring
weapons

These Steps can Help:

-express your concern
-really listen (“tell me
more about how you are
feeling)
-maintain connection (with
friends and loved ones -
spend time)
-Be compassionate (tell the
person that you hear them,
that it can get better and
that you will support them)
-trust your judgement (take
further steps to ensure
safety)
-prioritize safety (consult a
mental health professional
and trusted adult right
away)

Where to find help:

-call Calgary Crisis line
(403) 266-HELP (4357)
-tell a trusted guardian
-call 911 in case of
emergency

What are some steps you

can take to improve your
mental health?

Nutrition Intro:
We are going to be
switching into the final
topic in this unit. I am
going to talk a little about
the basics of nutrition and
then we are going to end
with watching a movie!

What is nutrition?
nutrition is the process of
obtaining or providing the
necessary food for health
and growth
-there are 5 components of
nutrients that our bodies
need to remain healthy:
-carbs (provide energy and
fuel)
-fats (provide twice as
much energy as carbs and
are a secondary source of
energy if we run out of
stored carbs. They help to
grow and repair cells and
to provide insulation)
-proteins (primary
function is to build, repair,
and maintain body cells
and muscles)
-vitamins (needed for cell
growth and repair - we
need 13 different types to
stay healthy)
-minerals (help regulate
cell activity)
Body Types and Nutrition
-Ectomorphs
-Endomorph
-mesomorph
*all the people pictured
here weigh the same
amount across all body
types
-these body types are not
always straightforward
either and people can be
classified as a mix of more
than one
-All body types are good! -
our bodies were made the
way that they were
intended
-body image is heavily
associated in the world of
nutrition and can deeply
impact our nutrition
choices
-With social media and
advertising we sometimes
can see a body type
perpetuated as the ideal or
as being perfect.
-with the abundance of
quick/ fast food options as
well as social media
influence studies are
showing that this
generation with overall
physical health and healthy
body weights
-young people (ages 12-
15yrs) are also
experiencing health issues
that were previously only
seen in the elderly (55-60)!
Things like heart disease,
type 2 diabetes, obesity,
and obesity related issues
(poor mobility, Joint
issues, etc)
-Why is this happening
when we have the best
food available and the best
medical care than ever
before

Lifestyle:
Let’s compare the 70s with
present day

1970s:
-eat at home
-phone attached to the
wall, long cord, call
monitored by parents
-TV channels - 12 (if you
weren't home, you missed
the show - no computers or
cellphones
-movies at movie theatre -
no VHS
-at home = safe (no
internet, no bullies online,
no social media)
-played outside (inside
meant work)
-met kids outside and ran
around until called for
dinner, then out again until
the streetlights came on or
curfew
-ate dinner as a family,
rarely ate out, McDonald’s
was a huge treat

NOW:
-eat fast food a lot (or in
restaurants)
-phones attached to us,
limited parental monitor
-at home still bothered by
others, parents can’t
monitor or answer
door/phone
-less people plays outside
or with others face to face,
a lot of online use
-rarely eat as a family

Exercise Benefits:
-mental health
-physical health
-stress release
-long life span
-mental acuity
-concentration lengthens
-process information- helps
with learning
-helps with memory/
-information retention
-improves understanding
and comprehension
-increases creativity

*All studies indicate -

regular and consistent
engagement in physical
activity helps improve
learning and overall
physical and mental health
*

what kinds of exercise:

-cardio
-weight lifting
-studies indicate moderate
to intense cardio/circuit
training 3x a week or more
-should start slowly - 15
minutes a day of whatever
you like (walking, shooting
baskets, hiking, Bike
riding, running,
skateboarding , etc)
-after a week or so of that,
increase the duration (to 20
or 30 minutes), try to
increase the intensity as
well (walk/run faster, do a
few more pushups, add
resistance
-lots of online videos
available (fake it until you
make it)
-try to do it first thing in
the day and get it
completed - make it part of
getting ready for the day.
For example - do some
stretching and a few
pushups or a 5 min ab
workout before getting in
the shower, take the dog
for a walk before school.
Make these mini workouts
of part of your daily
morning getting ready
ritual before school
-make the morning
workouts short and
simple, success oriented!
A total can-do

Best Health Tests as

Predictors for Overall
Health
*Note these are tests for
adults (50-80 years old)
-adolescents are growing
and thus these tests can be
off on some of the
indicators
-this is for your
information/awareness but
remember they are not
always accurate (try them
out)

1.Waist circumference
2.Waist to hip ratio
3. BMI
4.Stand up and site down
test
5.Balance test
6.Touch your Toes
7.Grip Strength

So how do we know it’s

healthy food?
-your health depends on
factors related to the
exercise you are getting
and the food you are
eating.
-one way to monitor your
food is by checking the
ingredients going into what
you are eating

-show students an example

of a food label and break it
down
-companies like to be
sneaky in their advertising
to make a food item appear
healthy, when really, they
are hiding lots of sugar
within
https://www.youtube.com/
watch?
v=gzxqTzYbVjU&list=PLt
2c0hX1aB8o2cW4hfi2As2
CVYpx4yPmw&index=2
Improving Diet will have
many beneficial effects
-improved mental health
-improved energy (even
water can help this)
-better weight management
-improved clarity of
thought
-decrease medical
issues/ailments, possibly
for some medications

Fat sick and nearly dead

movie
-students will complete the
assignments that goes with
this movie during the next
 few classes

Day Nutrition- W8.5 Pre- Movie day and FITB Be respectful Direct Smart Board group
5
Basics of assessment assignment to your peers Instruction discussion
nutrition & (F) laptop
Movie you have a Cooperativ partner work
Observation right to pass e Learning slide show
(F) different
contribute group platforms for
your discussion teaching
thoughts and
feelings literature Video
appropriately response
Day Nutrition - W8.5 Pre- Movie day and FITB Be respectful Direct Smart Board group
6
Finish movie assessment assignment to your peers Instruction discussion
and exit slip (F) laptop
you have a Cooperativ partner work
Observation right to pass e Learning slide show
(F) different
contribute group platforms for
your discussion teaching
thoughts and
feelings literature Video
appropriately response
 Assessment FOR Assessment OF
Assessment Tool Brief Description Learning Learning
Exit slips will be used to assess a student's
understanding and application of topics to their
Exit Slips everyday lives. Students will connect topics x x
discussed in class to aspects of their lives. This
will help students to understand topics easier.

Students will be quizzed on their understanding at

the end of some topics. This will provide x
Quizzes
assessment of the students' understanding of
important topics discussed in class.
Students will complete a worksheet in conjunction
with a movie throughout the nutrition topic of the
Assignment
unit. Students must complete the fill-in-the-blanks x x
sheets
as well as answer the exit slip on the back of the
sheet on the final day of the unit.
,