Health Introduction
(middle grades)
Unit, Lesson plans, and Activities

Overview

A plan to review and facilitate a deeper understandings of the dimensions of health and wellness. Ideas that promote health and wellness and avoid health risks. Information to begin a deeper investigation into health and how to make healthy decisions and avoid bad decision sometimes made subconsciously and emotionally without sufficient critical thinking.

Background information:

This is an introductory plan for middle level students to begin a comprehensive study of health and wellness and as such requires no background other than a typical middle level understanding.

Additional study topics included in this middle school curriculum:

Big ideas, concepts, facts, and outcomes

Health standards

Big ideas and specific outcomes:

  • Standard 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.
  • Standard 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
  • Standard 3 - Students will demonstrate the ability to access valid information and products and services to enhance health.
  • Standard 4 - Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
  • Standard 5 - Students will demonstrate the ability to use decision-making skills to enhance health.
  • Standard 6 - Students will demonstrate the ability to use goal-setting skills to enhance health.
  • Standard 7 - Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce risks.
  • Standard 8 - Students will demonstrate the ability to advocate for personal, family, and community health.

Related concepts and facts

Big idea: Each person makes choices that put their 1. physical, 2. social, and 3. mental/emotional/spiritual health at risk or promotes health and wellness.

  • Health is described by three categories 1. physical, 2. social, and 3. mental/emotional/spiritual health.
  • The choices people make can create health risks or promote good health and wellness.

Specific Outcomes

  • Describe health to include three categories 1. physical, 2. social, and 3. mental/emotional/spiritual.
  • Identify actions that affect each of the three health categories: 1. physical, 2. social, and 3. mental/emotional/spiritual.
  • Identify health risks
  • Identify ways to promote health and wellness

Possible related outcomes -

1.12.1 Predict how healthy behaviors can impact health status.
1.12.2 Describe the interrelationships of emotional, intellectual, physical, and social health with respect to behavior and choices.
1.12.3 Analyze how environmental (social & physical effects) and personal health are interrelated.
1.12.4 Analyze how genetics and family history can impact personal health.
1.12.5 Propose ways to reduce or prevent injuries and health problems.
1.12.6 Analyze the relationship between access to health care and health status.
1.12.7 Compare and contrast the benefits of and barriers to practicing a variety of healthy behaviors.
1.12.8 Analyze personal susceptibility to injury, illness, or death if engaging in unhealthy behaviors.
1.12.9 Analyze the potential severity of injury or illness if engaging in unhealthy behaviors.

2.12.1 Analyze how family influences the health of individuals.
2.12.2 Analyze how culture supports and challenges health beliefs, practices, and behaviors.
2.12.3 Analyze how peers influence healthy and unhealthy behaviors.
2.12.4 Evaluate how the school and community can impact personal health practice and behaviors.
2.12.5 Evaluate the effect of media on personal and family health.
2.12.6 Evaluate the impact of technology on personal, family, and community health.
2.12.7 Analyze how the perceptions of norms influence healthy and unhealthy behaviors.
2.12.8 Analyze the influence of personal values and beliefs on individual health practices and behaviors.
2.12.9 Analyze how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors.
2.12.10 Analyze how public health policies and government regulations can influence health promotion and disease prevention

3.12.1 Evaluate the validity of health information, products, and services.
3.12.2 Utilize resources from home, school, and community that provide valid health information.
3.12.3 Determine the accessibility of products and services that enhance health.
3.12.4 Determine when professional health services may be required.
3.12.5 Access valid and reliable health products and services.

4.12.1 Utilize skills for communicating effectively with family, peers, and others to enhance health.
4.12.2 Demonstrate refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks.
4.12.3 Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others.
4.12.4 Demonstrate how to ask for and offer assistance to enhance the health of self and others.

5.12.1 Examine barriers that can hinder healthy decision making.
5.12.2 Determine the value of applying a thoughtful decision-making process in health-related situations.
5.12.3 Justify when individual or collaborative decision making is appropriate.
5.12.4 Generate alternatives to health-related issues or problems.
5.12.5 Predict the potential short and long term impact of each alternative on self and others.
5.12.6 Defend the healthy choice when making decisions.
5.12.7 Evaluate the effectiveness of health related decisions.

Pedagogical Overview

Unit activities sequence to provide sufficient opportunities for students to achieve the specific outcomes.

Focus question

Unit focus question:

What kinds of decisions do people make related to health?

Sub focus questions:

  1. What is health?
  2. What are healthy traits?
  3. What are health categories 1. physical, 2. social, and 3. mental/emotional/spiritual health.
  4. What choices do people make that effect their health?
  5. What influences the choices people make that create risks or promote good health and wellness?

Teaching plans and resources

  1. Lab notes for activities
  2. Word bank
  3. References and additional resources

Scoring guides suggestions (rubric)

Health (scoring guide)

Scoring guide for describing being healthy

Lower level

  • Low level: healthy is not being sick by taking care of yourself.
  • Middle level: healthy is being fit physically, mentally, and socially and taking care of yourself
  • Upper level: healthy is being able to meet personal needs by avoiding risks and making choices to continually support physical, mental/emotional, and social well being by eating well and exercising.
  • Top level: healthy is being able to meet personal needs by avoiding risks (eating to much sugar, fat, caffeine, sleeping less than seven hours, ...) and making choices to continually support physical (exercise, good nutrition, water, sleep, being safe,...) , mental/emotional, (learning to cope with stress, relaxation, ... ) and social well being (learning social skills, using rights of assertion, ...

Top level

Social interactions in a group situation (scoring guide)

Lower level

  • Low level: Social interactions seem to be driven by subconscious emotional influences in a manner that suggests decisions are based on influences for immediate personal or social outcomes and rewards, without regard to individual rights, concern for conflict resolution, or use of applicable social skills.
  • Middle level: Social interactions seem to recognize a conflict between subconscious influences and logical consequences while recognizing different ways to resolve conflict and attempt to solve problems with regard to individual rights of assertion and use of applicable social skills to make or accept a decision that most individuals can accept.
  • Upper level: Social interactions recognize a conflict between subconscious influences and logical consequences and identify multiple ways to resolve conflict with respect to accept each person's individual rights of assertion, and use appropriate social skills when focusing on and stating the problem, analyzing the problem, stating alternative options and choices with positive and negative consequences, and communicating decisions that most individuals accept.

Top level

The rubrics were created based on the Healthy Practices Skills and Outcomes for a middle level health course, which were heavily influenced by the national health standards.

Lesson Plans

Introductory activity

Materials:

Focus question:

  1. What do you know about health?

Learning outcomes:

  • Students will complete the health inventory

Suggested procedures overview:

  1. Tell students they are are going to complete a survey to focus their attention on health and for you (the teacher) to discover what they know about health.
  2. If necessary tell them it isn't graded.
  3. Have students complete the survey and collect it.
  4. Might mention the different categories are for what they will study or have studied.

Activity 1 - Healthy traits

Materials:

Focus questions:

  1. What do you think of when you think of health?
  2. What is health?
  3. What are healthy traits?
  4. Are there different kinds of health?
  5. What are different categories of health?

Learning outcomes:

  1. Students will categorize their identified health traits into one of three categories and explain why they believe it fits the category.

Suggested procedures overview:

  1. Put students in groups, focus their attention, and assess their initial understanding with the focus questions 1-3.
  2. Have students list ideas they have about health on lab notes.
  3. Students use their list of health traits and classify them on their lab notes.

Scoring guide for health traits and categories

Lower level

  • Low level: List ideas related to health.
  • Middle level: Identify each health category (1. physical, 2. social, and 3. mental/emotional/spiritual health.)
  • Upper level: Identify each health category (1. physical, 2. social, and 3. mental/emotional/spiritual health.) with at least one accurate trait for each.
  • Top level: Identify each health category and describes health traits for each category with accurate explanations for why they belong in a category or multiple categories.

Top level

Exploration

Activity: What are healthy traits

  1. Tell students to list ideas they have about what they think of when they think of health and being healthy in their lab notes What are healthy traits.
  2. Allow five - eight minutes for students to put an idea in each bubble.
  3. If students have not included an idea in each bubble, have students share their ideas till all have their bubbles filled.
  4. This is exploration for students and you to review what they know. There is no need to evaluate the accuracy of what they have. That will come later.
  5. Ask students to list at least five ideas they think are the most important as a Summary.

Invention

Activity: Organizing Information for Healthy Living

Draw conclusion about what people need to know about health.

  1. Put students in groups, focus their attention on their lab notes What are healthy traits from the exploration and the traits they wrote.
  2. Tell them when people think about a complicated idea, such as health, they find it helpful to organize their ideas in categories.
  3. Could ask them what categories they think could be used to organize health or skip to number 4.
  4. Tell students. The WHO (World Health Organization) defines health “as a state of complete physical, mental and social well-being.”
  5. So they are going to use those three categories to classify their traits and any others they may have thought of since they filled out their bubbles.
  6. Provide students a Lab notes page Organizing Information for Healthy Living. and have them, in groups, classify their traits.
  7. After sufficient time tell them you are going to list some ideas you have for them to see if they are included in their classification. If they are not, then they may add them.
    Say the trait, use sufficient wait-time, then ask what the classification is.
    • Happy and positive feelings - social by interacting positively with others, mental / emotional / spiritual for positive attitudes, physical memory and hormone changes body chemistry
    • Sleep - physical care for body, mental / emotional / spiritual as being alert and ready can result in better decisions and success which leads to positive self-efficacy and esteem
    • Respect and advocate for self and others - social, could be physical if stop a hazardous activity, could be mental / emotional / spiritual if results in positive self-efficacy and esteem
    • Sad - mental / emotional / spiritual, could be physical if abuse self or consider hormones released with sadness
    • Stress - mental / emotional / spiritual, could be physical if abuse self or consider hormones released with stress
    • Communicate with others - social, could be physical if stop a hazardous activity, could be mental / emotional / spiritual if results in positive self-efficacy and esteem
    • Stand up for self and others - social, could be physical if stop a hazardous activity, could be mental / emotional / spiritual if results in positive self-efficacy and esteem
    • Nutrition - physical care for body
    • Refusal skills
    • Water - physical care for body, mental / emotional / spiritual as being alert and ready to make better decisions and success which leads to positive self-efficacy and esteem
    • Make good decisions - mental / emotional / spiritual good decisions lead to success which leads to positive self-efficacy and esteem, physical safety of self and others.
    • Physical exercise - physical health is being able to physically achieve your personal goals. To move about and manipulate your personal environment as desired and socially interact with others in conversations, social events, sports, travel, and participate in any other desired activities.
    • Meaning and purpose for life - mental / emotional / spiritual provides are reason and purpose for living, goal setting, motivation, and positive self-efficacy and esteem when participate in purposeful activities
    • Personal hygiene, bath - social to be accepted by a group, physical care of self to be free of disease
    • Dental care - physical care of self to be free of disease
    • Hair care - social to be accepted by a group
    • Set and achieve goals - mental / emotional / spiritual provides motivation and positive self-efficacy and esteem when achieve purposeful goals

Activity 2 - Define health and wellness

Materials:

Focus questions:

  1. What are different categories or kinds of health?
  2. How would you define each category?
  3. What is a definition that includes the three categories?

Learning outcomes:

  1. Students will define health and wellness.

Suggested procedures overview:

  1. Put students in groups, focus their attention, and assess their initial understanding of the focus questions.
  2. Facilitate student's understanding of medicines and drugs with three different classification systems and how medicines and drugs are delivered.

Scoring guide for health definition

Lower level

  • Low level: Definition without all three categories (physical, social, mental / emotional).
  • Middle level: Definition includes or hints at all three categories with some explanation of categories.
  • Upper level: Definition includes all three categories with at least one example of benefits for each of all three categories.
  • Top level: Definition includes all three categories with multiple examples of benefits for a comprehensive explanation of all three categories.

Top level

Exploration

Activity - Define health and wellness categories

  1. Put students in groups.
  2. Review focus questions 1 & 2 and the information on the first two lab notes.
  3. Provide students with the Lab notes - Define health and wellness
  4. Ask them to write what they think is a definition for each category of health.

Invention

Activity: Develop a comprehensive health definition

  1. Ask students to share their definitions.
  2. Review the WHO (World Health Organization) definition of health “as a state of complete physical, mental and social well-being.”
  3. Ask if their definitions could be used to help describe detail for what a state of complete physical, mental and social well-being might be.
  4. If their ideas fit with the following definitions, or better, then use them to arrive at a class definition for each:
    1. Mental / emotional health is a state of emotional well-being that enables a person to set and achieve their personal goals. To be able to cope with stress, meet challenges, solve problems, and contribute to society in an environmentally healthy way.
    2. Physical health - being able to participate in daily activities with sufficient energy to meet additional unexpected situations.
    3. Social health can be defined for individual or for a group, community, state, national, or world.
      • Social health for each person is their ability to get along with other people, how they interact with other people and how other people react to them, and how they interact with society.
      • Social health is also a measure of support people get from other people and institutions around them. How a country provides security for its citizens with good environmental health: air, water, earth (shelter, food, conservation, housing, transportation,commerce), energy, human health, social (education, laws, media, culture, safety).
  5. Ask them to work in groups to consolidate their ideas into one definition or goal or health and wellness. It should include three categories with multiple examples of benefits for a comprehensive explanation of each category.
A healthy person understanding what is human, their body, it's anatomy, functions of life, growth, and development well enough to care for them self and others to attain and maintain physically, emotionally, and socially healthy bodies. To achieve this one must be able to describe, analyze, predict, and compare how different variables affect the body. Desire to learn about nutrition diet, exercise, sleep, stress, relaxation, choice of behaviors, social skills, conflict resolution, cooperation, genetics, safety, injuries, health status, illness, natural disasters, environmental health, and risks, will impact them and others in different situations or conditions.

Activity 3 - Effects on health: managing influence to limit risk & promote health

Materials:

  1. Effects on health: managing influence to limit risks & promote health & wellness Lab notes

Focus questions:

  1. What are health categories 1. physical, 2. social, and 3. mental/emotional/spiritual health.
  2. What affects health?
  3. What choices do people make that impact the effects these have on their health?
  4. What influences the choices people make that create risks or promote good health and wellness?

Learning outcomes:

  1. Students will identify effects on health and how influences affect choices and those choices create risks or promote health and wellness.

Suggested procedures overview:

  1. Put students in groups, focus their attention, and assess their initial understanding of focus questions 1 & 2.
  2. Facilitate student's understanding of effects and how influences affect choices they make and those choices create risks or promote health and wellness.

Scoring guide for health effects and managing risks

Lower level

  • Low level: Identify effects on health
  • Middle level: Identify effects on health and list influences that affect the choices people make. However, there is some inconsistency and inaccuracies between effects, influences, and how those choices can create health risk or benefit.
  • Upper level: Identify effects on health and list influences that affect the choices people make and link them to a health risk and benefit.
  • Top level: Identify effects on health and explain how multiple influences affect the choices people make and how those choices can create health risks and benefits.

Top level

Exploration

Activity: Health choices: managing influence to limit risk & promote health & wellness

  1. What are health categories 1. physical, 2. social, and 3. mental/emotional/spiritual health.
  2. What affects health? List all responses on the board so all can see. under the label, choices. Illness, food, what we eat, nutrition, genetics, exercise, sleep, drugs, doctors, medicine,
  3. Accept all answers and continue to invention...

Invention

Activity: Health choices: managing influence to limit risk & promote health & wellness

  1. Explain and talk about how many effects are a result of the choices people make, then ask ...
  2. What choices do people make that impact the effects these have on their health? To exercise, visit doctor, take medicine, use illegal drugs, don't wash hands, brush teeth, good hygiene, wash hands, get vaccinated, eat junk food, eat healthy, ...
  3. Then ask ...
    What influences the choices people make about their health? List all responses on board.
    • People (self and others through their attitude, behavior, and social interactions),
    • Heredity everything you are biologically as a result of the genes passed to you from your parents and how they interacted with the environment.
    • Environment - everything that surrounds all living organism. Everything indoors and outdoors all matter, forces, objects, culture, conditions, social, and other organism.
    • Media & technology - what is communicated to us visually and auditorially in print, images, objects, video, music, speaking with others ...
  4. Tell students that all the choices people make are influenced in positive and negative ways, which are not known for sure until a person acts on their choice. Then that action can become a risk or promote health and wellness.
    For example
    • Health choice - Should I, eat a double burger with bacon and cheese, large order of fries, large sugary drink, followed by a large dish of brownies and ice cream.
    • Influence - being hungry (skipped breakfast and lunch and exercised or worked till late afternoon); being with a friend and their family who has just ordered this and they are urging you to order what they have and offered to pay for it; you are thinking of the pictures of this food on TV commercials and displayed on the signs on the wall; you want to be polite and to join in with everyone else.
    • Create risks - too much sugar could cause diabetes, too many calories could cause weight gain, too much fatty food heart problems and weight gain.
    • Promote health - need to replenish calories lost with exercise and since usually eat more vegetables and fruits other days, today will most likely be good to replenish what was burnt off with exercise.

Exploration

Activity: Health choices: managing influence to limit risk & promote health & wellness

  1. Distribute the Health choices: managing influence to limit risk & promote health & wellness Lab notes
  2. Tell students they are going to select six health choices and put them in the small inner circles. Examples
    • Exercise (maintain or improve physical fitness, lose fitness and ability to live a good life, over do pull muscles, sprain, injure bones)
    • Go to doctor or dentist (maintain good health or allow illness to worsen)
    • Take medicine for an infection (get well or if stop too early drug resistant organism can evolve)
    • Get a vaccination (protect or expose yourself and others from illness ).
      Influenza and stomach flu are NOT the same thing. The flu is a respiratory (lung) disease, not a stomach or intestinal disease. The main symptoms of the flu are fever (usually high), headache, extreme tiredness, dry cough, sore throat and muscle aches.
    • Brush teeth, shower or other hygiene related action (maintain good health, poor health, body odor or other socially unacceptable behaviors)
    • What to eat or nutrition (maintain good health or become subject to diabetes, heart problems, other diseases)
    • Stress, self control, conflict management, violence
    • Sleep and rest
  3. Next, have students write influences that would affect their choices in the next circle. and identify the kind. People (self and other), genetic, media & technology, environment, culture, & objects.
  4. Then have them identify related risks or
    • Health choice - go to the dentist for a dental check-up; Influence parents tell you to go, fear of pain and discomfort, don't like to be told should brush more; Risk tooth disease and decay, lose of teeth, gum disease. Promote healthy teeth, keep teeth, eat well, ...
    • Health choice - Nutrition junk food or healthy; Influence - people (self and other), media & technology, environment, culture, & objects; Risks - weight gain, diabetes, heart disease, ... ; Promote health - good nutrition, balanced diet, healthy, maintain healthy weight
    • Health choice - Misuse medicine; Influence - people (self and other), media & technology, environment, culture, & objects; Risks - ; Promote health -
    • Health choice - Alcohol, tobacco, & other drug use; Influence - people urge to join the party, personal down and what to feel good, relax ...; Risk behaviors resulting in accidents; Promote wellness as being part of a social group.
    • Health choice - Conflict resolution; Risk - Social loose control of situation and want to gain power and control with violence, injure others and self, break law, jail time, Promote Good health with good social skills, communication skills, manage conflict, manage stress anger and self-control relaxation techniques

sample key

Lab Notes for activities

Health Inventory

Directions:   For each item in the inventory, check one of the five circles. 

  • Check 1 if the statement is never true for you. 
  • Check 2, 3, or 4 to indicate a position between the two extremes.
  • Check 5 if the statement is always true for you. 

Relaxation, Awareness, and Habits

1  2  3  4  5

O O O O O  1.  I feel relaxed.

O O O O O  2.  I am aware of my inner stress/tensions.

O O O O O  3.  I do not breathe full (shallow breathing).

O O O O O  4.  I feel rushed.

O O O O O  5.  I often feel tired.

O O O O O  6.  I am overactive.

O O O O O  7.  I feel sleepy during the daytime.

O O O O O  8.  I enjoy spending some time without a planned activity.

  Physical Exercise

1  2  3  4  5

O O O O O  9.  I exercise.  Briefly describe how:__________________________

O O O O O 10.  I enjoy the exercises I do.

O O O O O 11.  I enjoy doing calisthenics.

O O O O O 12.  I am aware of the effect of exercise on my posture.

O O O O O 13.  I am out of breath when I walk up a long flight of stairs.

  Food, Nutrition, and Mealtime Habits

1  2  3  4  5

O O O O O 14.  I enjoy my meals.

O O O O O 15.  I take time to taste my food and chew my food well.

O O O O O 16.  Mealtimes are free from tensions, conflicts, and disagreements.

O O O O O 17.  I use food to reward myself and to escape problems.

18.  My meals include:

O O O O O   fresh vegetables

O O O O O  fresh fruits

O O O O O  raw vegetables

O O O O O  high fiber foods (nuts, seeds, fruits, vegetables, bran)

O O O O O  whole grains (brown rice, millet)

O O O O O  dairy products

O O O O O  fish

O O O O O  poultry

O O O O O  red meat

O O O O O  food supplements

O O O O O  sweets (honey, molasses, sugar)

O O O O O  coffee

O O O O O  regular tea

O O O O O  herbal tea

O O O O O  salt (table salt, sea salt, soy sauce)

O O O O O  refined foods (white sugar, white rice, white flour)

O O O O O  quick-preparation foods

O O O O O  fried foods

19.  My fluid intake includes:

O O O O O  tap water

O O O O O  spring/distilled water

O O O O O  vegetable juice

O O O O O  fruit juice

O O O O O  milk

O O O O O  regular tea

O O O O O  herbal tea

O O O O O  coffee

O O O O O  soft drinks

  Mental/Emotional Health

O O O O O 20.  My school work brings me satisfaction and a feeling of accomplishment.

O O O O O 21.  I work all the time.  I am a "workaholic".

O O O O O 22.  I have difficulty making decisions.

O O O O O 23.  I feel positive about my life.

O O O O O 24.  I do not express my feelings (anger, joy, fear, pleasure)

O O O O O 25.  I find helpful ways to express my feelings.

O O O O O 26.  I am hard on myself.  I have high standards for myself.

O O O O O 27.  I feel threatened by criticism.

O O O O O 28.  I generally feel good about myself.

  Social Values and Relating to Others

O O O O O 29.  I prefer to be alone.

O O O O O 30.  I have close friends.

O O O O O 31.  I enjoy touching people close to me.

O O O O O 32.  I enjoy being with children younger than I.

O O O O O 33.  I enjoy living in the community I live in.

O O O O O 34.  I belong to several clubs or groups in my community.

  Environmental Health

O O O O O 35.  The school I go to has a positive effect on my health.

O O O O O 36.  My home has a positive effect on my health.

O O O O O 37.  The air in my community is clear and smog-free.

O O O O O 38.  I feel my health is related to the health of planet earth.

O O O O O 39.  The rivers, streams, and land are free of litter in my community.

O O O O O 40.  I feel that some plants (like GMO, radiated or with added chemicals) could have a negative effect on my health.

  Medicine and Drugs

O O O O O 41.  Medicines and drugs interact with the body in positive and negative ways.

O O O O O 42.  Better decisions are made when we understand how the effects medicine and drugs have on the human body.

O O O O O 43.  People make better decisions when they use accurate verifiable information to consider the positive and negative effects of medicine and drug use.

O O O O O 44.  Decisions people make are influenced by self, other people, culture, media, and objects.

O O O O O 45.  More teens die from prescription drugs than heroin & cocaine combined.

  Anatomy and Health

O O O O O 46.  I understand the different parts of the human body.

O O O O O 47.  I understand how the different parts of the human body work.

O O O O O 48.  People make better decisions when they understand how the body works.

O O O O O 49. The more a person knows about anatomy, them self as an individual, and the different effects of what they put in their body, the better decisions they will make.

O O O O O 50.  I know where the heart, lungs, kidney, liver, and stomach are located.

Activity 1 - What are healthy traits?

Fill in the bubbles with ideas you believe are essential for good health:

 

health brainstorm image

 

 

Summary

1.

2.

3.

4.

5.

 

Organizing Information for Healthy Living

Three categories for healthy living image

Word bank:
  • Happy and positive feelings, Sleep, Respect and advocate for self and others, Sad, Stress
  • Communicate with others, Stand up for self and others , Nutrition, Refusal skill
  • Water, Make good decisions, Physical exercise, Meaning and purpose for life
  • Personal hygiene, bath, dental care, hair care, Set and achieve goals

Define health and wellness

Physical health

 

 

 

 

Social health

 

 

 

 

Mental/emotional/ spiritual health

 

 

 

 

Health and wellness

 

 

 

Word bank:

  1. Mental / emotional health is a state of emotional well-being that enables a person to set and achieve their personal goals. To be able to cope with stress, meet challenges, solve problems, and contribute to society in an environmentally healthy way.
  2. Physical health - being able to participate in daily activities with sufficient energy to meet additional unexpected situations.
  3. Social health can be defined for individual or for a group, community, state, national, or world.
    • Social health for each person is their ability to get along with other people, how they interact with other people and how other people react to them, and how they interact with society.
    • Social health is also a measure of support people get from other people and institutions around them. How a country provides security for its citizens with good environmental health: air, water, earth (shelter, food, conservation, housing, transportation,commerce), energy, human health, social (education, laws, media, culture, safety).
  • Health and wellness includes:
    • Understanding what is human, the body, it's anatomy, functions of life, growth, and development well enough to care for your self and others to attain and maintain healthy bodies.
    • One way of categorizing understanding is to understand the physical, emotional, mental, spiritual, and social.
    • To understand one must be able to describe, analyze, predict, and compare how different information affects the body to make good healthy decisions.
    • Information about people, culture, learning, nutrition, diet, exercise, sleep, choice of behaviors, genetics, injuries, health status, illness, safety, environment, natural disasters, objects, technology, risks, will impact people in different situations or conditions.

Health choices: Managing influence to limit risk & promote health & wellness

  • Write a health choice in each of the inner circles.
  • Write influences for each of the choices (people (self and other), media & technology, environment, culture, & objects) in the corresponding influence circle.
  • Describe the possible risk the choice might create, in the, risk circle and ways it might promote health and wellness in the outer circle.

health affects, risks, and promoting wellness image

Fact Sheets

Word bank

Alcohol a liquid (ethanol C2H6O) in beer, wine, or whiskey that can harm the body, it effects the brain, impairs judgment, and causes poor decisions.

Abstinence a deliberate decision not to participate in a behavior.

Bias 1: an unfair comparison of one thing, person, or group to another 2: a known or unknown tendency or preference for a particular idea, brand, result, or perspective that interferes with being impartial, unprejudiced, or objective when making a decision. 3: unfairly support one idea or side against another.

The Centers for Disease Control and Prevention (CDC) is a federal agency in Atlanta, Georgia that tracks and investigates public health concerns and supports health through promotion, prevention and preparation activities to improve overall public health.

Chronic disease a condition or illness that persists for a long time or recurs constantly

Culture is the total of a groups goods, tools, ideas, beliefs, values, ideas about time, and roles that people communicate, share, and teach to each other. See iceberg model of culture.

Drugs can have positive and negative effects on the body and a person's health.

Emotional / mental health is a state of emotional well-being that enables a person to set and achieve their personal goals. To be able to cope with stress, meet challenges, solve problems, and contribute to society in an environmentally healthy way.

Environment - everything that surrounds all living organism. Everything indoors and outdoors all matter, forces, culture, conditions, social, and other organism.

Family - Grand parents, parents, brothers & sisters, aunts & uncles, cousins

Family

Health WHO (World Health Organization) defines health “as a state of complete physical, social, and emotional / mental / spiritual well-being.”

Heredity is physical or mental characteristics passed from one generation to another through genes.

Illegal drugs are substances a government has declared illegal for a person to possess or their possession is strictly controlled by a prescription. Meaning a person isn't allowed to have them without legal authority because of negative effects they have had on people: death, cancer, illness, addiction, impaired reflexes and thinking.

Media is all the different ways together of mass communication: Internet, web sites, television, radio, newspapers, magazines, books, ...

Medicine is a substance or preparation used to treat or prevent disease or other unhealthy or uncomfortable conditions.

Mental / emotional health is a state of emotional well-being that enables a person to set and achieve their personal goals. To be able to cope with stress, meet challenges, solve problems, and contribute to society in an environmentally healthy way.

Peer is any person of the same age, status, or ability as a comparison person.

Peer pressure the positive and negative influence same age people have on each other.

Personal needs are the necessities: food, water, air, safe environment, social needs, physiological dependence, psychological dependence,

Physical health is being able to physically achieve your personal goals. To move about and manipulate your personal environment as desired and socially interact with others in conversations, social events, sports, travel, and participate in any other desired activities.

Risk is a situation or behavior that puts a person in harm or danger.

Social health can be defined for individual or for a group, community, state, national, or world.

Spiritual health is a strong belief in something that provides a meaningful purposeful life.

Wellness is the state or condition of being in good health (physical, social, emotional / mental / spiritual health.

References

Dr. Robert Sweetland's notes
homeofbob.com & schoolofbob.com