Unit 1: Wellness Wheel/Components of Health

● Self eval: Take this quiz: http://www.students.ubc.ca/livewelllearnwell/explore-

wellness/assess-your-wellbeing/?page=test&view=start
Write a short summary of which areas of health are strong/weak for you
and why you think that is.
● Components of health: http://www.slideshare.net/rickertc/the-six-components-
of-health
● No assignment due, but keep this information, as many future assignments will
ask you to reference what you learned and use examples!

Unit 2: Relationships
● Health v. unhealthy relationships: What are characteristics of healthy
relationships and how do boundaries, communication and consent influence
relationships (romantic and unromantic)?
○ Article: http://www.thehotline.org/is-this-abuse/healthy-relationships/
○ Read the article on the list and make a T chart comparing healthy and
unhealthy relationships.
● Types of abuse:
○ http://www.loveisrespect.org/is-this-abuse/types-of-abuse/
○ https://upload.wikimedia.org/wikipedia/commons/thumb/e/e4/
Cycle_of_Abuse.png/400px-Cycle_of_Abuse.png
○ Take notes on the types of abuse and cycle of abuse. Add three questions
and a summary.
● “Possession”: Read article. Then answer these questions:
○ Compare the two stories (Anna and Laura), why are their stories similar
and different?
○ Identify why LGBT youth are more susceptible to dating abuse?
○ Explain how to help someone who is in an abusive relationship
○ Why are emotional and verbal abusive specifically harmful?
○ Article:
http://www.tolerance.org/magazine/number-41-spring-2012/feature/pos
sesSion-obsession
Assessment due: Video project: Using WeVideo, Imovie or another movie-making
site, make a video PSA that educates people about healthy/unhealthy relationships,
abuse, etc. It should be ~30 seconds-1 minute.

● Also turn in all your notes and reflections from the unit.
Unit 3: Nutrition
Take notes on the types of nutrients, nutrition label and how teen health is affected by
nutrition.
 ● Types of nutrients
http://kidshealth.org/teen/food_fitness/
● Nutrition label
○ Food Label link:
http://kidshealth.org/teen/food_fitness/nutrition/food_labels.html#cat2
0132
● Complete the chart below using the links. Nutrition topics (follow the link and
research each of the topics. Take notes and write some questions for each):
○ Other nutrition site: http://kidshealth.org/teen/food_fitness/#cat20132
○ Food label lies: http://mic.com/articles/99626/13-foods-that-prove-all-
natural-is-all-lies?utm_source=Mic+Check&utm_campaign=ea4aea8aad-
Mic_Report_9_25_2014&utm_medium=email&utm_term=0_51f2320b3
3-ea4aea8aad-285452741
○ Coca-cola: http://www.huffingtonpost.com/supercompressor/12-things-
you-can-do-with_b_7493038.html
Five things that stand out Two questions you have

Caffeine and Energy

Drinks

Eating Disorders

Coca-cola

Balanced Diet
 Food Label Lies

Assessment Due: Food Log--Keep a food log for one week (what foods and drinks do
you consume each day, include all meals, snacks, drinks, gum/candy, etc.).

Date Breakfast Lunch Dinner Snacks/Drinks/

Other

Then, Based on what you eat, write a ½ - 1 page paper analysing your diet. Is it healthy,
why or why not (be specific)? How can you improve your diet? What is good about your
diet? Is there anything you learned that could change the way you eat--why or why not?
 ● Also turn in all your notes and reflections from the unit.

Unit 4: Fitness

● Go through the PowerPoint and watch the the video.

● FITT and Types of Fitness:
http://www.centralcougars.org/pehedr/phyeduindex_files/HRF
%20powerpoint.ppt
● Heart Rate Video: https://www.youtube.com/watch?v=O8ttt3M8qZM
Answer these questions:
● What are the different components of fitness?
● Why does it matter to know the difference?
● How can you include other types of fitness to make you healthier?
 ● Why do the FITT components matter when setting a goal?
● How does fitness affect heart rate?
● HR lab:
THE PROBLEM TO SOLVE: How will different physical activities affect my heart rate?

Hypothesis:
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________________.

Directions:
1. Heart rate can be taken in the carotid (the neck) or radial (wrist) arteries. Keep this
location (Carotid or Radial) constant throughout the experiment.
2. Take your pulse two times resting while seated.
3. Heart rate will be taken twice while sitting down, both feet on the floor. Take each heart
rate for 15 seconds. Multiply it times 4 to find beats per minute. Complete the first row of
the chart.
4. Stand up and wait approximately one minute. Then, take heart rate two times (for 15
seconds) and record in the chart.
5. Next, each partner will exercise for one minute. After the minute is up, take heart rate
again for 15 seconds.
6. Once you’ve recorded the active heart rate, quickly return to activity for another minute.
Then record your heart rate for 2 minutes of exercise.
7. Rest while your partner exercises then repeat for trial 2.
8. You may use your phone as a stop watch.

Beats (15 seconds)_______ x 4 = ___________ beats per minute

Trial 1 Trial 2 Average Heart Rate

Resting Heart Rate—
Sitting

Resting Heart Rate—

Standing

Heart Rate—
1 minute activity

Heart Rate—
2 minutes activity

10 push ups
OR 10 sit ups
*Extra Credit

How much did your heart rate increase after one minute of exercise? Is this what you expected?
Explain why your heart rate increases during exercise (1 minute and 2 minutes).

How do you think your brain benefited during this activity?

What types of exercise (components of fitness) did you use during this activity? Explain your
thinking.

Assessment Due: Setting a Fitness Goal: Based on your current level of fitness, set a
goal for yourself. Be specific. Write 1 page explaining how this goal will benefit your
health (describe the specific components of fitness, your current level of fitness and
what exercises you will include)?

● Also turn in all your notes, HR lab and reflections from the unit.

Unit 5: Teen Brain:

● Frontline video (watch the video)and read the article:
○ http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/
○ http://www.npr.org/templates/story/story.php?storyId=124119468

■ Think about the following questions:

● Why do teens make bad choices?
● What is the job of the frontal lobe?
● What makes teens unique?
● What happens when we sleep, or don’t sleep enough?
● What are the risks of drinking and drugs to teens,
specifically?
Assessment due: Comic Strip: Write a 4-5 slide comic strip about a teen brain--make
sure your brain character has to make a decision. Focus on decision-making, risk-taking
and emotions. Include color, dialogue and creative pictures (can be hand drawn and
submitted as a photo).

● Also turn in all your notes and reflections from the unit.

Unit 6: Alcohol and Drugs

● Alcohol facts: Complete the note template based on information you find from
the following sites:
○ https://www.niaaa.nih.gov/alcohol-health/special-populations-co-
occurring-disorders/underage-drinking
○ http://www.cdc.gov/alcohol/fact-sheets/underage-drinking.htm
○ https://kidshealth.org/en/teens/drug-alcohol/#catbest-self

Topics to think about: Notes from the websites:

How alcohol affects the

brain.
Addictiveness

How alcohol affects the

body short-term

How alcohol affects the

body long-term

Risks associated with

drinking

● Read: “The Grim Neurology of Teenage Drinking”: Read, mark the text and make
connections to article by writing in the margins. Then write a 5-6 sentence
paragraph summarizing what you read and how it explains the specific risks
alcohol has on teenagers.

The Grim Neurology of Teenage Drinking

July 4, 2006 Adapted from KATY BUTLER
Teenagers have been drinking alcohol for centuries. For almost as long, concerned adults have
tried to limit teenage alcohol consumption. In the 1830's, temperance societies administered
lifelong pledges to schoolchildren asking them to abstain from drinking. Today, public health
experts regularly warn that teenage drinkers run greatly increased risks of involvement in car
accidents, fights and messy scenes.

But what was once a social and moral debate may soon become a scientific one. The costs of
early heavy drinking, experts say, appear to extend far beyond teenage years--the time that
drinking takes away from doing homework, dating, acquiring social skills, and the related tasks
of growing up.

More and more research suggests that alcohol causes more damage to the developing brains of
teenagers than was previously thought, injuring them significantly more than it does adult
brains. The research even suggests that early heavy drinking may ruin the specific brain
capacities needed to protect oneself from alcoholism.

The new findings may help explain why people who begin drinking at an early age face
enormous risks of becoming alcoholics. According to the results of a national survey of 43,093
adults, 47 percent of those who begin drinking alcohol before the age of 14 become alcohol
dependent at some time in their lives, compared with 9 percent of those who wait at least until
age 21 (published in Archives of Pediatrics & Adolescent Medicine).

The most alarming evidence of physical damage comes from lab experiments on the brains of
adolescent rats subjected to binge doses of alcohol. These studies found significant cellular
damage to the forebrain and the hippocampus. And although it is unclear how directly these
findings can be applied to humans, there is some evidence to suggest that young alcoholics
may suffer the same damage.

Studies conducted over the last eight years found that alcoholic teenagers performed poorly on
tests of verbal and nonverbal memory, attention focusing and exercising spatial skills like those
required to read a map or assemble a bookcase.

"There is no doubt about it now: there are long-term cognitive consequences to excessive
drinking of alcohol in adolescence," said Aaron White, an assistant research professor in the
psychiatry department at Duke University.

"We definitely didn't know 5 or 10 years ago that alcohol affected the teen brain differently," said
Dr. White. "Now there's a sense of urgency. It's the same place we were in when everyone
realized what a bad thing it was for pregnant women to drink alcohol."

One of two brain areas known to be affected is the hippocampus, a structure crucial for learning
and memory. In 1995, Dr. White and other researchers tested alcohol's effect and discovered
that alcohol drastically reduced the activity of specific chemical receptors in the region (reducing
the brain’s ability to make memories).
Dr. Swartzwelder said it was likely that in human teenagers are greatly affected by a “blackout,”
a lack of memory for events that occur during a night of heavy drinking. Blackouts were once
thought to be a symptom of advanced adult alcoholism, but researchers have recently
discovered just how frequent they are among teenagers as well.

In adults, blackouts are usually short, and once they are over, the capacity to form new
memories returns. But younger rats subjected to binge drinking also showed long-term
problems in learning and memory, the researchers found, even after they were allowed to grow
up and stop drinking.

In experiments conducted by the Duke team, the rat “drinkers” learned mazes normally when
they were sober. But after the equivalent of only a couple of drinks, their performance declined
significantly more than did that of rats that had never been given alcohol.

Alcohol also appears to severely damage the frontal areas of the adolescent brain, crucial for
controlling impulses and thinking through consequences of intended actions. "Alcohol creates
disruption in parts of the brain essential for self-control, motivation and goal setting," Dr. Crews
said, and can make pre-existing genetic and psychological problems much worse. "Early
drinking is affecting a sensitive brain in a way that leads to addiction.

In another experiment, published this year in the journal Neuroscience, Dr. Crews found that
even a single high dose of alcohol temporarily prevented the creation of new nerve cells in the
forebrain that appear to be involved in brain development. The damage, far more serious in
adolescent rats than in adult rats.

Dr. Crews added, however, that adult alcoholics who stop drinking are known to recover
cognitive function over time. The same may hold true for hard-drinking teenagers. However, in
1998, Sandra Brown and Susan Tapert, clinical psychologists at the University of California,
San Diego, found that 15-to-16-year-olds who said they had been drunk at least 100 times
performed significantly more poorly than their matched non-drinking peers on tests of verbal and
nonverbal memory.

● Drugs: Use the sites below to read about drugs and how drug use affects teens
https://www.dosomething.org/facts/11-facts-about-teens-and-drug-use
http://teens.drugabuse.gov/blog

● Types of drugs: Go to the website and choose four drugs to learn about. Take
notes on: How addictive it is, short and long-term effects, where it comes from,
risks and street names?
http://www.drugabuse.gov/drugs-abuse
 Assessment: Create an advertisement (1 page) teaching other teens about the dangers
of drugs and alcohol use and abuse. Use color, specific information from the research
you did and what steps teens can do to avoid alcohol and drugs, but also get help if
needed.
● Also turn in all your notes and reflections from the unit.

Unit 7: Sex Ed
● STIs: Use the link below to complete the chart about STIs
http://www.ashasexualhealth.org/stdsstis/
How is it What are Can it be How can it be
transmitted? some treated? How? prevented?
symptoms?

Herpes

HIV

Chlamydia
Gonorrhea

Syphilis

Trichomoniasis

● Birth Control and protection: Use the attached graphic organizer to take notes on
the STIs on ASHA site
http://www.plannedparenthood.org/learn/birth-control

Pros Cons Protects How it works.

Against

Male and Female

condom

Abstinence

IUD
Implant

Birth Control Pill

“Pull Out”/
Withdrawal
method

● Consent: Watch this video:

● https://www.youtube.com/watch?v=fGoWLWS4-kU
● Read this article: http://newbeginningsnh.org/teen/what-is-consent/

Assessment due: Negotiations: Write a skit about convincing a partner to use

protection: Choose either condom, abstinence, or condom plus birth control. Make your
skit realistic and positive. Your skit should be 1-2 pages long, include two partners
(and any other characters--friends, parents, teachers--who may be important), they
should discuss the topic of sex in a realistic way and the pros and cons of why they
should/shouldn’t use that form of birth control. Make sure to include specific
information from what you researched and read about (consent, risks, pro/cons,
expense, access to birth control, etc.)

Final:
Write a 1-2 page letter to yourself in the future at high school graduation. What
health choices do you hope you made during high school? Choose at least three and
explain why. Be sure to use specifics from what you learned and specific details from
your own life.