bienestar/neema health program - lisdtx.org program 8th grade teacher’s guide8th grade teacher’s...
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bienestar/neema Health Program8th Grade Teacher’s guide
Purpose:“The purpose is to implement a program
that can reduce or prevent obesity
and diabetes risk factors in youth from
populations at risk”
mission statement:“The Social & Health Research Center
is a non-profit organization committed
to the social and health well-being
of populations at risk”
For more information on the Bienestar/NEEMA Health Program visit www.bienestarneema.org
bienestabienestar/neema neema Health ProgramHealth Programbienestabienestar/neema neema Health ProgramHealth Program8th Grade Teacher’s guide8th Grade Teacher’s guide8th Grade Teacher’s guide8th Grade Teacher’s guide
Acknowledgements
The Bienestar/NEEMA Coordinated Health
Program is made possible in whole or part by:
Roberto P. Trevino, MDTammy Jordan Wyatt, PhD
Mary Shaw-Ridley, PhDUniversity Health System
Southwest General HospitalThe Blake, Kymberly, & George Rapier, III Charitable Lead Unitrust
Bienestar/NEEMA Health Program8th grade teacher’s guide
1302 S. St. Mary’s StreetSan Antonio, Texas 78210(866) 676-7472(210) 533-8886(210) 533-4107 (fax) Find us on the World Wide Web at: http://www.bienestarneema.org
Copyright©2008 Social & Health Research Center.
Designed by: esd&associates, San Antonio, Texas (www.esdandassociates.com)
Notice of RightsAll rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior written permission of the publisher. For more information on getting permission for reprints and excerpts, contact the Social & Health Research Center.
Notice of LiabilityThe information in this book is distributed on an “as is” basis, without warranty. While every precaution has been taken in the preparation of this book, the author shall not have any liability to any person or entity with respect to any loss or damage caused or alleged to be caused directly or indirectly by the instructions contained in this book.
Printed and bound in the United States of America.
Printed on recycled paper.
ISBN# 1-932967-98-2
6
bienestar/neema Pre/Post Test answer sheets ............................................ 10
Lesson 1: Vocabulary Charades .................................................................................. 19Students will use online resources to research vocabulary terms related to chronic and non-communicable disease and types of vegetarians. Students will form teams and act out the defi nitions of the health-related terms.
Lesson 2: Cultural Cuisine ................................................................................................25Examine dietary and physical activity habits of different cultures. Students will compare and contrast personal behaviors with that of adolescents within a particular culture.
Lesson 3 : My Menu ...................................................................................................................... 33Designed to use MyPyramid Web site to determine individual daily food intake and create a series of healthy menus for a family of four.
Lesson 4: No Beef, No Pork, No Poultry, No Problem .................................. 37Describe the different types of vegetarian diets and discuss ways to create a healthy vegetarian meal.
Lesson 5: The Me I See ...............................................................................................................43Emphasize the role of advertising and media infl uence on the body image of adolescents.
Lesson 6: Be Fit and Safe ..................................................................................................... 49Identify ways to minimize and prevent injury during physical activity.
Lesson 7: My Family Tree ...................................................................................................... 54Designed to gather information regarding health concerns and illnesses that affect the students’ family members.
Lesson 8: Complications of Diabetes ........................................................................60Discuss secondary complications that can result from diabetes. Students will play “Wheel of Fortune” to review various diabetes-related concepts.
Lesson 9: Relax: Just the Facts .................................................................................... 64Explain the role of stress on health and discuss ways for adolescents to effectively manage stress.
Lesson 10: Don’t Stress, Success! ..................................................................................71Discuss the benefi ts of goal setting and distinguish between long-term and short-term goals. Students will also apply stress management and time management skills to aid in the attainment of specifi c goals.
Lesson 11: Healthy Bingo ........................................................................................................ 79Students will create defi nitions for each health concept and place on an index card. Students will play Healthy Bingo using the defi nitions as clues for each word.
Lesson 12: Inspiring Individuals ........................................................................................83Choosing one of three writing prompts, students will write a fi ve paragraph persuasive essay targeting a peer.
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7
Tabla de Contenido
Prueba de inicio y fin ...................................................................................................................14
Lección 1: Las charadas de vocabulario ............................................................ 23 Estudiantes utilizaran recursos del Internet para investigar términos relacionados a las enfermedades crónicas y no-comunicables y también las clases de vegetarianos. Los estudiantes formaran equipos y actuaran las defi niciones de los términos relacionados a la salud.
Lección 2: La cultura en el arte culinario ........................................................28 Estudiantes examinaran las costumbres dietéticas y actividad física de distintas culturas. Los estudiantes trazarán y harán comparaciones de sus costumbres personales con los costumbres de jóvenes en otras culturas.
Lección 3: Mi Menú ...................................................................................................................... 35 Diseñado a utilizar el sitio Internet llamado MyPyramid donde pueden determinar el consumo alimenticio diario y crear menús saludables para una familia de cuatro personas.
Lección 4: No carne de res, no puerco, no aves, no problema ......... 40 Describirán los diferentes tipos de dietas vegetarianas y discutirán modos de preparar comidas saludables vegetarianas.
Lección 5: La persona que yo veo ................................................................................ 46 Enfatiza las maneras que la publicidad y comercialismo infl uyen la imagen del cuerpo en los jóvenes.
Lección 6: Sea activo físicamente y seguro ...................................................... 53 Identifi ca los modos de minimizar o evitar lastimaduras durante períodos de actividad física.
Lección 7: Mi árbol familiar .............................................................................................. 57 Diseñado a reunir información sobre problemas de salud o asuntos relacionados que afectan miembros de la familia.
Lección 8: Complicaciones de la diabetes ...........................................................63 Discutirán las complicaciones secundarias que resultan de la diabetes. Los estudiantes juegan ‘La rueda de la fortuna’ para revisar varios conceptos relacionados a la diabetes.
Lección 9: Relájese: Solamente los datos ........................................................69 Explicaran el papel que juega el estrés en la salud y discutirán modos que los adolescentes pueden usar para manejar efectivamente el estrés.
Lección 10: No preocuparse, ¡éxito! ..............................................................................74 Discutirán los benefi cios de formar metas y hacer distinción entre las metas de largo plazo y las de corto plazo. Los estudiantes también aplicaran métodos para manejar tiempo y el estrés para ayudar en cumplir ciertas metas.
Lección 11: La Lotería Saludable ...................................................................................82 Los estudiantes crearan defi niciones para cada concepto de salud y las anotaran en tarjetas. Los estudiantes juegan lotería de salud usando las defi niciones como indicación para cada palabra.
Lección 12: Inspirando a individuos...............................................................................86 Seleccionando uno de tres apuntes, los estudiantes escribirán un ensayo de cinco párrafos con el intento de persuadir a un compañero o compañera.
8
Becoming Familiar with the Bienestar/NEEMA
Health CurriculumI. Background Information — Teacher’s GuideA. Lesson preparation information for the teacher is listed on the fi rst few pages of each lesson under the following headings:
1. National Health Education Standards & Texas Education Knowledge & Skills (TEKS)—The 8th grade national health education standards and TEKS are listed by number for each lesson. These skills are either completely or partially addressed in the health education lesson.
2. Objectives—The objectives state what the student should be able to do after learning the concepts of the lesson. The objectives are written in behavioral terms from the six levels of the cognitive domain; knowledge, comprehension, application, analysis, synthesis or evaluation.
3. Lesson Summary—The lesson summary gives a brief description of the lesson content.
4. Materials—The materials sections lists what items you will need to complete this lesson. Most lessons only require the student workbook and pens or pencils. However, some lessons will require other materials such as scissors, glue, markers, colored pencils, graph paper or magazines.
II. Making Full Use of the Lesson — Teacher’s GuideA. The lesson starts by reviewing the following sections:
1. Procedures— • Provides a “sample” statement the teacher can use when “setting up” or introducing the lesson to the
students. It will always appear before the lesson begins and is written at a level that 8th grade students can understand regarding the focus of the lesson.
• Next you will fi nd directions for the lesson. The directions are bulleted and describe how the lesson should be completed, step by step.
2. Teaching Concepts—All concepts are sequentially numbered. Under the heading are the content bullets that should be taught, using age appropriate language.
3. Assessment/Check for Understanding— This section provides a brief overview of how to complete the lesson with an emphasis on reviewing teaching concepts and the lesson activity.
9
III. Completing the Lesson ActivityA. The sections that will describe the activity are below:
1. Discussion Questions—This section provides several questions based on the content of the lesson. You may review these questions in class to assess the students’ comprehension of the teaching concepts.
2. Extension Activity—Provides an opportunity for students to continue an activity outside of the classroom. The activities areoptional and can be used if students need an additional activity for better understanding the concepts of that lesson.
IV. Pre/Post ExamA. Before the fi rst lesson:
1. Administer the pre/post exam before the fi rst lesson is taught.
2. A master copy of the exam, the answer key and an answer sheet are located in the teacher’s guide. A copy of the exam and two answer sheets are located in the student workbook.
3. You may copy the exam and answer sheet to distribute to the students or have students use the copies provided in their student workbook.
***Note: It is important to have the students complete the pre/post exam prior to beginning lessons and upon completion of the lessons to get the most accurate measure of knowledge change.***
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Bienestar/NEEMA
Pre/post test8th grade
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Which of the following is not a benefi t of physical activity?
a) stronger bonesb) improved sleepc) increased self-confi denced) increased stress
Which of the following should you do to try to avoid injury when being physically active?
a) never engage in any activity aloneb) be sure to warm-up before and cool-down after activityc) make sure your diet consists of enough fat to give you energyd) all of the above
One who eats eggs, dairy products and plant-based foods, but does not eat meat, poultry,or fi sh is considered a
a) veganb) lacto-vegetarianc) semi-vegetariand) lacto-ovo-vegetarian
Which of the following is an example of a short-term goal?
a) studying for an exam after school each day for a weekb) striving to make all A’s for the yearc) making the varsity squad of a basketball teamd) planning to attend college
Which of the following can help to alleviate stress?
a) managing your timeb) using relaxation techniquesc) getting plenty of sleepd) all of the above
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Pre/post test8th grade
Bienestar/NEEMA
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A condition affecting especially older women that is characterized by weak bonesthat are easily broken is called
a) osteoarthritisb) osteoporosisc) anemiad) ketoacidosis
Which of the following is NOT a complication of diabetes?
a) osteoporosisb) heart diseasec) blindnessd) kidney disease
Stress that is termed “good stress” because it can help you perform better is known as
a) distressb) unstressc) eustressd) astress
____________ is a disease that happens when the body makes cells that are not normal. These cells grow veryquickly to take over the normal cells and can spread to different parts of the body if a doctor doesn’t treat it.
a) kidney diseaseb) anemiac) cancerd) Type 1 diabetes
___________ is a condition that can happen to people with diabetes, occurs when the body usesfat instead of glucose for fuel.
a) ketoacidosisb) kidney diseasec) retinopathyd) anemia
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Pre/post test8th grade
Bienestar/NEEMA
Which of the following minerals helps to build strong bones and teeth?
a) ironb) magnesiumc) zincd) calcium
Which of the following can you do to help a friend with an eating disorder?
a) tell them how great they lookb) don’t tell anyonec) be honest about your concernsd) all of the above
Stress has been linked to which of the following diseases or conditions?
a) hypertensionb) osteoarthritisc) anemiad) all of the above
A disorder in which a person starves him/herself due to intense fear of gaining weight is called
a) anorexia nervosab) bulimia nervosac) binge eatingd) disordered eating
The MyPyramid takes which of the following into account when making dietary recommendations
a) ageb) genderc) activity leveld) all of the above
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Pre/post test8th grade
Bienestar/NEEMA
13
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161616166666666666666666666 If a person intakes more calories than he/she expends, he/she will
a) lose weightb) maintain weightc) gain weightd) reach an ideal weight
A life-threatening disorder in which the individual repeatedly eats excessively large amounts of food in one sittingis called
a) anorexia nervosab) bulimia nervosac) binge eatingd) disordered eating
According to the MyPyramid, one’s diet should include the most daily servings from
a) meats and beansb) grainsc) milk productsd) vegetables
Which of the following is NOT an example of a non-communicable disease?
a) Type 2 diabetesb) cancerc) infl uenzad) osteoporosis
If Type 2 diabetes is not under control - or a person doesn’t know he or she has diabetes - the person may experience which of the following
a) increased urinationb) extreme thirstc) unexplained weight lossd) all of the above
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Bienestar/NEEMA
Prueba (Inicial-Final) del currículo de salud Bienestar—8o Grado
¿Cuál de lo siguiente no es un benefi cio de la actividad física?
a) huesos más fuertesb) dormir tranquiloc) más auto-confi anzad) más estrés
¿Cuál de lo siguiente debería hacer para no lastimarse cuando esta activo físicamente?
a) nunca se ocupe en una actividad sin compañíab) asegúrese de calentar y refrescar el cuerpo gradualmente antes o después del ejercicioc) asegúrese que sus alimentos contienen bastante grasa para dar energíad) todo lo de arriba
Una persona que come solamente huevos, leche, y alimentos basados en plantas, pero que no consume la carne, ave, o pescado se considera
a) un o una veganb) un o una lacto-vegetarianoc) un o una semi-vegetarianod) un o una lacto-ovo-vegetariano
¿Cuál de lo siguiente es un ejemplo de una meta de corto plazo?
a) estudiar para un examen después de la escuela, cada día por una semanab) esforzarse para hacer solamente A’s durante el añoc) ser aceptado como un miembro del equipo de baloncestod) hacer planes para matricularse en la universidad
¿Cuál de lo siguiente puede aliviar el estrés?
a) usando su tiempo efectivamenteb) utilizando técnicas para relajarsec) obteniendo bastante descansod) todo lo de arriba
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Bienestar/NEEMA
Prueba (Inicial-Final) del currículo de salud Bienestar—8o Grado
Una condición que afecta mujeres de edad avanzada en particular se conoce por huesos frágiles que se quiebran fácilmente se llama
a) osteoartritisb) osteoporosisc) anemiad) ketoacidosis
¿Cuál de lo siguiente NO ES una complicación de la diabetes?
a) osteoporosisb) enfermedad del corazónc) ceguedadd) enfermedad de los riñones
El estrés que se conoce come “estrés benefi cioso” porque ayuda uno funcionar mejor se llama
a) agotamiento mentalb) inacentuadoc) eustresd) astres
____________ es una enfermedad que ocurre cuando el cuerpo produce células anormales. Estas células crecen muy rápidamente y dominan las células normales, extendiéndose a diferentes partes del cuerpo si un medico no aplica tratamientos.
a) la enfermedad de los riñonesb) la anemiac) el cancerd) la diabetes tipo 1
___________ es una condición que puede ocurrir en personas con la diabetes, y se conoce por el hecho que el cuerpo utiliza la grasa corporal en lugar de la glucosa para producir energía.
a) la ketoacidosisb) la enfermedad de los riñonesc) la retinopatíad) la anemia
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Bienestar/NEEMA
Prueba (Inicial-Final) del currículo de salud Bienestar—8o Grado
¿Cuál de los siguientes minerales ayuda en crecer huesos y dientes fuertes?
a) el hierrob) la magnesiac) el cincd) el calcio
¿Cuál de las siguientes cosas puede uno hacer para ayudar a una amistad con un desorden alimenticio?
a) comentarles que bien se miranb) no decirle a nadiec) ser honesto con sus preocupacionesd) todo lo arriba
¿El estrés ha sido relacionado a cual de las siguientes enfermedades o condiciones?
a) la hipertensiónb) la osteoartritisc) la anemiad) todo lo arriba
Un desorden que se conoce porque la persona se pasa hambre por el temor de aumentar peso se llama
a) la anorexia nerviosa.b) la bulimia nerviosa.c) alimentación de parranda.d) alimentación desordenada.
El instrumento Mi Pirámide toma en cuenta cual de los siguientes factores en formar recomendaciones sobre la dieta
a) edadb) generoc) nivel de actividadd) todo lo arriba
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Bienestar/NEEMA
Prueba (Inicial-Final) del currículo de salud Bienestar—8o Grado
Si una persona consume mas calorías que lo que el o ella quema, el o ella resultara
a) perdiendo peso.b) con peso igual.c) con un aumento de peso.d) en un peso ideal.
Un desorden que perjudica la vida se conoce cuando el individuo repetidamente consume cantidades grandes de comida en una sesión se nombra la
a) anorexia nerviosa.b) bulimia nerviosa.c) alimentación de parranda.d) alimentación desordenada.
De acuerdo con Mi Pirámide, la dieta de uno debe de consistir, en mayor porción diariamente, de
a) carnes y frijoles.b) cereales.c) productos lácticos.d) vegetales.
¿Cuál de lo siguiente NO ES un ejemplo de una enfermedad no-contagiosa?
a) la diabetes tipo 2b) el cáncerc) la infl uenzad) la osteoporosis
Si la diabetes tipo 2 no esta bajo control – o si una persona no sabe que el o ella tiene la diabetes – esa persona puede experimentar cual de lo siguiente
a) orinar mas frecuenteb) extrema sedc) perder peso sin explicaciónd) todo lo arriba
Pre/post test8th grade (ANSWERS)
Bienestar/NEEMA
ANSWERS KEY
18
FIRST NAME
LAST NAME
SCHOOL
/ / /
DATE
GRADE
19
Health TEKS:4(a) Health Information: The student knows how to research, access, analyze, and use health information. The student is expected to use critical thinking to analyze and use health information.
Reading TEKS:6(c) Reading/Word Identifi cation. The student uses a variety of word recognition strategies. The student is expected to locate the meanings, pronunciations and derivations of unfamiliar words using dictionaries, glossaries, and other sources.
National Health Education Standards:1. Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Objectives: After completion of this activity, the student will: 1. Locate information pertaining to a set of health-related words. 2. Use the body to act out the defi nitions of a set of health-related words. 3. Access and utilize age-appropriate resources for on-line health information.
Lesson Summary:Students will use online resources to locate information pertaining to vocabulary terms related to various chronic and non-communicable diseases and types of vegetarians. Upon locating the defi nition to each word, students will form teams and act out the defi nitions of the health-related terms.
Materials:Internet access, student workbook pg. 18, cards with names of the health terms
Procedures: Begin this lesson by stating: “Today we will use on-line resources to locate information pertaining to vocabulary words related to various chronic and non-communicable diseases and types of vegetarians. After searching the internet for information about each vocabulary word, you will form teams and act out the defi nitions to each term, much like charades.”
• Distribute student workbooks • Teach Teaching Concepts provided below • Assist students with gaining Internet access to dictionary, encyclopedia, and health-related reference Web sites such as: www.americanheart.org, www.diabetes.org, www.wordcentral.com, www.kidshealth.org, www.factmonster.com, www.m-w.com, www.britannica.com, www.nationaleatingdisorders.org, www.bam.gov, http://vegetarian.about.com/od/vegetarianvegan101/f/faq_vegtypes.htm, www.kidney.org, and http://www.nlm.nih.gov/medlineplus/encyclopedia.html • Once students have defi ned all of the terms, teams will be formed and students will act out the defi nitions to each term.
Teaching Concepts 1 It is important to know the meanings and major ideas associated with health-related words. This set of 16 vocabulary words will be referred to throughout the remainder of the health lessons. These words are related to some of the major concepts that we will discuss throughout future lessons: chronic diseases related to nutrition/physical activity/diabetes and vegetarian dietary behaviors. Rather than simply using a classroom dictionary, the class will access different kid-friendly online resources such as an on-line dictionary, on-line encyclopedia, and health-related Web sites to gather information on each vocabulary term. [Option: you may choose to have the students work in pairs to gather the information]
Lesson 1:vocabulary charades
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Lesson 1: vocabulary charadesBelow are the defi nitions for each vocabulary term:• Osteoporosis — a condition affecting especially older women that is characterized by weak bones, which are easily broken. Calcium and phosphate
are two minerals that are essential for normal bone formation. Throughout youth, the body uses these minerals to produce bones. If calcium intake is not suffi cient, or if the body does not absorb enough calcium from the diet, bone production and bone tissues may suffer.
• Cancer — a disease that happens when the body makes cells that are not normal. These cells grow very quickly to take over the normal cells and can spread to different parts of the body if a doctor doesn’t treat it.
• Anemia — Red blood cells carry oxygen all over our bodies. People who have anemia have fewer red blood cells than normal, which can make them feel tired because not enough oxygen is getting to their bodies’ cells.
• Stress — a physical, chemical, or emotional factor that causes bodily or mental tension and may be involved in causing some diseases.• Body image — how you see yourself when you look in the mirror or picture yourself in your mind. • Kidney disease — kidney damage weakens its function to fi lter blood waste. If kidney disease gets worse, wastes can build to high levels in your
blood and make you feel sick. You may develop complications like high blood pressure, anemia (low blood count), weak bones, poor nutritional health and nerve damage. Also, kidney disease increases your risk of having heart and blood vessel disease. These problems may happen slowly over a long period of time. Chronic kidney disease may be caused by diabetes, high blood pressure and other disorders.
• Hypertension — a condition in which a person has blood pressure levels that are higher than normal. A good blood pressure level is 120 mg/dl over 80 mg/dl. Hypertension can overwork one’s heart causing it to weaken over time. Hypertension is a form of cardiovascular disease and can cause a heart attack.
• Ketoacidosis — Ketoacidosis, a condition that can happen to people with diabetes, occurs when the body uses fat instead of glucose for fuel. When fat is broken down, chemicals called ketones are produced. They get into a person’s blood and urine (pee). High levels of ketones cause the blood to become more acidic. Symptoms of ketoacidosis include nausea, vomiting, belly pain, fast breathing, and, in severe cases, unconsciousness. People with ketoacidosis need to get emergency medical treatment.
• Cardiovascular disease — any disorder that affects the heart’s ability to function normally. The most common cause of heart disease is narrowing or blockage of the coronary arteries, which supply blood to the heart itself.
• Type 2 diabetes — When someone has Type 2 diabetes, his or her body doesn’t use glucose properly. Glucose is the main source of energy for the body. A hormone called Insulin, which is made in the pancreas, controls glucose levels. In Type 2 diabetes, the body can’t respond normally to the insulin that is made by the pancreas.
• Retinopathy — Having diabetes for many years - especially if it’s uncontrolled - can damage an important part of the eye called the retina. The retina is important for vision. It’s the lining of the back of the eye that senses light. Retinopathy is the medical word for disease of the retina. The disease of the retina caused by diabetes is called diabetic retinopathy.
• Osteoarthritis — a condition affecting the joints of older people that is characterized by infl ammation and degeneration of the bone. Osteoarthritis is the most common joint disorder. The chronic disease causes the cushioning (cartilage) between the bone joints to wear away, leading to pain and stiffness. It can also cause new pieces of bone, called bone spurs, to grow around the joints.
• Lacto-vegetarian — those who eat dairy products but no eggs or meat products.• Lacto-ovo-vegetarian — those who eat dairy products and eggs but no meat products.• Vegan — Vegans don’t eat any products of animal origin. This includes not only meat, but also dairy products (milk, butter, cheese), eggs and even
honey. The strictest vegans don’t wear leather, wool or silk and also avoid health and beauty products made with ingredients derived from animals.• Partial vegetarian — Many people choose to reduce their meat intake instead of eliminating meat from their diet altogether. They may choose to
give up just red meat, or they may only eat meat when they know it comes from small-scale producers who treat their livestock humanely.
Teaching Concepts 2 Vocabulary Charades: Divide the class into two teams. One player from a team will choose a card with a health term written on it making sure that
others can not see the card. Without speaking, the student will have 2 minutes to act out the defi nition/clues to the term for his/her teammates. Teams may have three attempts at guessing the term. If the term is guessed correctly, the defi nition or description of the term must be provided for a point to be earned. If time expires, the team has 3 incorrect attempts, or the team does not provide the correct defi nition of the term, the alternate team may try to earn a point by providing the correct term and defi nition in one attempt. If the alternate team guesses incorrectly, no one earns a point. If the alternate team guesses correctly, that team earns one point. Teams will alternate the giving of clues to their teammates. The team with the most points at the end of the game will win.
Assessment/Check for Understanding: Read the instructions aloud. Provide the students with a set of Web site addresses. Ask if they have any questions. Allow students time to complete the activity as you walk around and help them. Play Charades.
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Directions: You will surf a variety of Internet Web sites to gather information on the health terms listed below. Briefl y describe each term and provide any interesting information related to each term below:
osteoporosis ______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
cancer ___________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
anemia __________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
stress ____________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
body image _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
kidney disease _____________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
hypertension ______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
ketoacidosis _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Lesson 1:vocabulary charades
Lesson Review Sheet − Student Workbook p. 18
22
cardiovascular disease _______________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Type 2 diabetes ____________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
retinopathy _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
osteoarthritis ______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
lacto-vegetarian ____________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
lacto-ovo-vegetarian _________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
vegan ___________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
partial vegetarian ___________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Lesson 1: vocabulary charades
23
Instrucciones: Usted buscara en varios sitios del Internet información sobre los términos de salud notados abajo. Anote una breve descripción de cada termino y provee cualquier información interesante relacionado en su búsqueda:
osteoporosis ______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
cáncer ___________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
anemia __________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
estrés____________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
auto-imagen del cuerpo ______________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Enfermedad de los riñones ____________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
hipertensión _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
ketoacidosis _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Lección No 1: Las charadas
de vocabulario
24
enfermedad cardiovascular ____________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Diabetes tipo 2 _____________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
retinopatía ________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
osteoartritis _______________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
lacto-vegetariano ___________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
lacto-ovo-vegetariano ________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
vegan ___________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
vegetariano parcial __________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
Lección No 1: Las charadas de vocabulario
25
Health TEKS:4(A) Health Information: The student knows how to research, access, analyze and use health information. The student is expected to use critical thinking to analyze and use health information.6(A) Infl uencing Factors: The student understands how physical and social environmental factors can infl uence individual and community health throughout the life span. The student is expected to relate physical and social environmental factors to individual and community health.9(A) Infl uencing Factors: The student understands how social factors impact personal, family, community and world health. The student is expected to describe personal health behaviors and knowledge unique to different generations and populations.
Language Arts TEKS:4(A) Listening/Speaking/Culture: The student listens and speaks to gain and share knowledge of his/her own culture, the culture of others and the common elements of culture. The student is expected to connect his/her own experiences, information, insights and ideas with the experiences of others through speaking and listening (4-8).5(B) Listening/Speaking/Audiences: The student speaks clearly and appropriately to different audiences for different purposes and occasions.
The student is expected to demonstrate effective communication skills that refl ect such demands as interviewing, reporting, requesting and providing information (4-8).
13(F) Reading/Inquiry/Research: The student inquires and conducts research using a variety of sources. The student is expected to produce research projects and reports in effective formats for various audiences (6-8).
National Health Education Standards:1.3 Students will comprehend concepts related to health promotion and disease prevention to enhance health — analyze how the environment impacts personal health.2.2 Students will analyze the infl uence of family, peers, culture, media, technology and other factors on health behaviors — describe the infl uence of culture on health beliefs, practices, and behaviors.3.2 Students will demonstrate the ability to access valid information, products and services to enhance health — access valid health information from home, school, and community.
Objectives: Upon completion of this activity, students will:
Lesson Summary:The purpose of this lesson is to examine the role of culture on dietary and physical activity habits of a particular culture. Students will use the internet to research the dietary and physical activity behaviors of a particular culture and present that information to the class. Students will also compare and contrast personal behaviors with that of adolescents within a particular culture.
Materials:Student workbook pg. 22, internet access, list of various countries/cultures to research, presentation materials such as poster board or tri-fold board
Lesson 2:Cultural Cuisine
1. Describe the dietary habits of a particular culture.
2. Describe the physical activity behaviors of a particular culture.
3. Compare and contrast personal eating habits of a particular culture.
• Distribute student workbook• Teach Teaching Concepts provided below• Review the Items to Identify when Researching List• Allow students several days to gather information and develop presentation
• Have students present information to class• (**optional) Have students locate a recipe for a particular dish commonly eaten within the culture, prepare the dish, and bring to class for tasting on day of presentation
Procedures:Before beginning this lesson state the following: “Each state has its own cultural fl are. What are some foods that are commonly eaten in this state? [responses will vary] What sports or other physical activities are popular in this state? [responses will vary] Today we will begin a project to examine the dietary habits and physical activity behaviors of a chosen culture. For example, some of you may choose to research the Japanese culture, the Indian culture or the French culture. Many things such as religion, climate, geographical location and economics infl uence each culture around the world. We will examine these factors and how they infl uence the dietary and physical activity behaviors and overall health status of people from different cultures.”
26
Teaching Concepts 1Our culture plays a role in our health.
Ask: What are some examples of various cultures that are common to this state? [responses will vary]
Ask: How does the culture infl uence our health? [The foods we eat, the behaviors we engage in, religious rituals, how we prepare the foods we eat, the climate, the geographical location, etc.]
Ask: What are examples of other cultures around the world that are different from our own culture? [Japanese, Indian, French, German, Egyptian, Canadian, Ethiopian, Brazilian, Australian, etc.]
Teaching Concepts 2Research Project Procedures:Task 1: Have students work individually or in pairs to research a chosen culture. Using a search engine like www.google.com students should access various Web sites that will help them study the culture of a particular country. Require the students to type their report and answer items in complete sentences. Students should also use at least 5 valid Web sites to gather information and cite their sources within their responses. Task 2: Using the research gathered, the students should answer the following items: • What are the eating behaviors of this culture? • What is the main meal of the day? • What are foods commonly eaten within this culture? • What are beverages commonly consumed within this culture? • Does this culture appear to have a balanced diet? • What are popular forms of physical activity within this culture? • Is physical activity valued within this culture? • Does this culture have problems with obesity? • Does this culture have specifi c health concerns related to dietary and physical activity behaviors? • How does religion infl uence this culture’s health? • How does climate and geographical location infl uence this culture’s health? • How does economics infl uence this cultures health?
Task 3: Upon completion of the research the students should answer the following Refl ection Items: • What would it be like to grow up in this country/culture? • How do my dietary behaviors compare to this country/culture? • How do my physical activity behaviors compare to this country/culture? • What are the strengths and weaknesses of my dietary and physical activity behaviors?
Task 4: Students will create a presentation using poster board, a tri-fold board, or other presentation materials and orally present information gathered to the class.
Task 5: (optional) Students will locate a recipe of a food that’s popular within that culture, prepare the food, and bring to class during presentation for students to sample.
Assessment/Check for Understanding: Review Teaching Concepts Explain project directions and required components Ask if they have questions Assist as needed with data collection Evaluate written responses Evaluate oral presentation
Lesson 2: cultural cuisine
27
Lesson 2:cultural cuisine
How does culture influence our dietary and physical activity behaviors?
Directions: You will choose a culture and research the dietary and physical activity behaviors common to that culture. You will use the Graphic Organizer and items to identify when researching list to outline your information. You will then present your information to the class in a formal presentation.
Graphic Organizer Summary Sheet:
Culture: ____________________________________________________________________________________________________
Dietary Behaviors: _____________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
Physical Activity Levels: _________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
Influences to Behaviors and Health:
Religion: __________________________________________________________________________________________________________
__________________________________________________________________________________________________________
Climate: __________________________________________________________________________________________________________
__________________________________________________________________________________________________________
Geographical Location: _________________________________________________________________________________________
__________________________________________________________________________________________________________
Economics: __________________________________________________________________________________________________________
__________________________________________________________________________________________________________
Lesson Review Sheet − Student Workbook p. 22
28
Lección No 2: La cultura en
el arte culinario¿Cómo influya la cultura nuestra costumbres dietéticas y actividades físicas?
Instrucciones: Vas a escoger una cultura del mundo y investigar las costumbres dietéticas y las actividades físicas de esa cultura. Usaras el Organizador Grafi co y los Elementos de la Investigación. Ya completando esa tarea, usted va a hacer una presentación formal sobre la información que usted conseguiste.
Organizador Grafico en Resumen:
Cultura:_____________________________________________________________________________________________________
Costumbres Dietéticas:__________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
Niveles de actividad física: _______________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
Influencias sobre costumbres culturales y la salud:
Religión: __________________________________________________________________________________________________________
__________________________________________________________________________________________________________
Clima: __________________________________________________________________________________________________________
__________________________________________________________________________________________________________
Ubicación Geográfi ca: __________________________________________________________________________________________________________
__________________________________________________________________________________________________________
Economia: __________________________________________________________________________________________________________
__________________________________________________________________________________________________________
29
Items to Identify when Researching:Directions: Answer the following items in complete sentences.
What are the eating behaviors of this culture? ___________________________________________________________________
_____________________________________________________________________________________________________
What is the main meal of the day? ____________________________________________________________________________
_____________________________________________________________________________________________________
What are foods commonly eaten within this culture? ______________________________________________________________
_____________________________________________________________________________________________________
What are beverages commonly consumed within this culture? _______________________________________________________
_____________________________________________________________________________________________________
Does this culture appear to have a balanced diet? ________________________________________________________________
_____________________________________________________________________________________________________
What are popular forms of physical activity within this culture? _______________________________________________________
_____________________________________________________________________________________________________
Is physical activity valued within this culture? ____________________________________________________________________
_____________________________________________________________________________________________________
Does this culture have problems with obesity? ___________________________________________________________________
_____________________________________________________________________________________________________
Does this culture have specifi c health concerns related to dietary and physical activity behaviors? ______________________________
_____________________________________________________________________________________________________
How does religion infl uence this culture’s health? _________________________________________________________________
_____________________________________________________________________________________________________
How does climate and geographical location infl uence this culture’s health? _____________________________________________
_____________________________________________________________________________________________________
How does economics infl uence this cultures health? _______________________________________________________________
_____________________________________________________________________________________________________
30
Elementos de la Investigación:Instrucciones: Anote la respuesta a cada elemento en una frase completa.
¿Cuáles son las costumbres dietéticas de esta cultura? _____________________________________________________________
_____________________________________________________________________________________________________
¿Cuál es la comida principal del día? __________________________________________________________________________
_____________________________________________________________________________________________________
¿Cuáles son los alimentos típicos que se consumen en esta cultura? ___________________________________________________
_____________________________________________________________________________________________________
¿Cuáles son las bebidas que se consumen típicamente en esta cultura? _________________________________________________
_____________________________________________________________________________________________________
¿Parece que hay una dieta con buen balance en esta cultura? ________________________________________________________
_____________________________________________________________________________________________________
¿Cuáles son las formas más populares de actividad física en esta cultura? _______________________________________________
_____________________________________________________________________________________________________
¿Se da valor a la actividad física en esta cultura? __________________________________________________________________
_____________________________________________________________________________________________________
¿Hay problema con obesidad en esta cultura? ___________________________________________________________________
_____________________________________________________________________________________________________
¿Hay algunos problemas de salud relacionados con costumbres dietéticas y la actividad física en esta cultura?_____________________
_____________________________________________________________________________________________________
¿Hay alguna infl uencia de la religión en la salud de este grupo cultural? ________________________________________________
_____________________________________________________________________________________________________
¿Hay alguna infl uencia debido a factores climáticos o geográfi cos que impacta en la salud de este grupo cultural? __________________
_____________________________________________________________________________________________________
¿Hay alguna infl uencia debido a factores económicos que afectan la salud de este grupo cultural? _____________________________
_____________________________________________________________________________________________________
31
reflection itemsDirections: Answer the following items in complete sentences.
What would it be like to grow up in this country/culture? ___________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
How do my dietary behaviors compare to this country/culture? ______________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
How do my physical activity behaviors compare to this country/culture? ________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
What are the strengths and weaknesses of my dietary and
physical activity behaviors? __________________________
32
Elementos para Reflexionar
Instrucciones: Anote su respuesta a los puntos abajo en frases completos.
¿Cómo me sintiera si fuera nacido en este país y cultura? ___________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
¿Cómo comparan mis costumbres dietéticas con los de este país y cultura? ______________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
¿Cómo comparan mis propios costumbres de actividad física a los de este país y cultura? ___________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
¿Cuáles son los puntos fuertes y débiles en mis costumbres dietéticas
y actividad física? _________________________________
33
Lesson 3:my menu
Health TEKS:1 Health Information. The student comprehends ways to enhance and maintain personal health throughout the life span.4(A) Health Information: The student knows how to research, access, analyze and use health information. The student is expected to use critical thinking to analyze and use health information.
Math TEKS:2(A) Number, operation and quantitative reasoning: The student selects and uses appropriate operations to solve problems and justify solutions. The student is expected to select and use appropriate operations to solve problems and justify the selections.2(B) Number, operation and quantitative reasoning: The student selects and uses appropriate operations to solve problems and justify solutions. The student is expected to add, subtract, multiply and divide rational numbers in problem situations.5(A) Patterns, relationships and algebraic thinking: The student uses graphs, tables and algebraic representations to make predictions and solve problems. The student is expected to estimate, fi nd and justify solutions to application problems using appropriate tables, graphs and algebraic equations.14(A) Underlying processes and mathematical tools: The student applies Grade 8 mathematics to solve problems connected to everyday experiences, investigations in other disciplines and activities in and outside of school. The student is expected to identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines and with other mathematical topics.
National Health Education Standards:1.1 Students will comprehend concepts related to health promotion and disease prevention to enhance health — analyze the relationship between
healthy behaviors and personal health.3.3 Students will demonstrate the ability to access valid information, products and services to enhance health — determine the accessibility of
products that enhance health.5.6 Students will demonstrate the ability to use decision-making skills to enhance health — choose healthy alternatives over unhealthy alternatives
when making a decision.7.2 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks — demonstrate healthy practices and
behaviors that will maintain or improve the health of self and others.
Objectives: Upon completion of this activity, students will: 1. Create a series of healthy menus based upon individual MyPyramid daily recommendations. 2. Apply mathematical concepts to create healthy meals at a low cost. 3. Access a valid on-line dietary health resource. 4. Determine the accessibility of healthy foods using local grocery store ads.
Lesson Summary:This lesson is designed to have students use the MyPyramid Web site (www.mypyramid.com) to determine individual daily food intake recommendations to create a series of healthy menus for a family of four. Using mathematical concepts and local grocery store ads, the students will create a family breakfast, lunch and dinner menu for under $35.
Materials:Student workbook pg. 28, calculator (optional), numerous local grocery store ads, etc.
Procedures:Before beginning this lesson, state the following: “Today we will use local grocery store ads and the MyPyramid Web site to create a healthy breakfast, lunch and dinner menu for a family of four. Eating healthy does not have to be expensive. In fact, preparing one’s meals using fresh items is often less expensive than purchasing foods from a fast food eating establishment. You will have $35 to create the three healthy meals.”
• Distribute student workbooks • Teach Teaching Concepts provided below• Distribute local grocery store ads • Access www.mypyramid.com and complete activity
34
Teaching Concepts 1 **You may wish to have the students work in pairs or groups of three to complete this lesson. The MyPyramid (Food Guide Pyramid) recommends
daily food intake according to age, gender and activity level. Students will access www.mypyramid.gov and click on MyPyramid Plan to input the family member demographics to determine the daily recommendations for each member. Remind the students that these intakes should be spread out over all three meals. The following are the appropriate daily intakes for each family member described in the student workbook:
Teaching Concepts 2 The food groups: grains, vegetables, fruits, milk and meat & beans contain a variety of different food items.
Ask: What are examples of foods that would fall within the grain group? [brown rice, oatmeal, grits, whole-wheat bread, pasta, etc.] Ask: What are examples of foods that would fall within the milk group? [swiss cheese, cheddar cheese, milk, yogurt, etc.]
Teaching Concepts 3 Adhering to portion sizes is very important when eating a healthy diet. The pyramid has varied portion sizes depending upon age, gender and activity
level. When preparing your menus make sure to purchase the appropriate amounts of food in order for the recommended portions to be met for each family member. Many of our food items are not measured in ounces but rather pounds. For example, ground beef or chicken is measured by the pound. There are 16 ounces in 1 pound. Similarly, some items are not measured in cups, but rather ounces or fl uid ounces. There are 8 ounces/fl uid ounces in 1 cup.
• Have students review the Web site www.mypyramid.gov for appropriate and healthy food items within each pyramid group.
Teaching Concepts 4 Ask: What are some issues that one should consider before creating these healthy meals?
[cost, seasonal foods, portion sizes, packaging measurements, variety of food choices, meeting all food group daily recommendations, etc.]
Assessment/Check for Understanding: Read directions aloud Review Teaching Concepts Ask if they have questions Allow time to complete activity Evaluate mathematical calculations for accuracy Evaluate menus for food choice, daily recommendations and total price
Lesson 3: my menu
• Male 40 yrs, 30-60 minutes physical activity:
Grains 9 ouncesVegetables 3.5 cupsFruits 2 cupsMilk 3 cupsMeat & Beans 6.5 ounces
• Female 38 yrs, 30-60 minutes physical activity:
Grains 6 ouncesVegetables 2.5 cupsFruits 2 cupsMilk 3 cupsMeat & Beans 5.5 ounces
• Male 14 yrs, 30-60 minutes physical activity:
Grains 8 ouncesVegetables 3 cupsFruits 2 cupsMilk 3 cupsMeat & Beans 6.5 ounces
• Female 8 yrs, 30-60 minutes physical activity:
Grains 5 ouncesVegetables 2 cupsFruits 1.5 cupsMilk 3 cupsMeat & Beans 5 ounces
35
item quantity storepriceper item
totalprice
breakfast
lunch
dinner
total price of all meals
Challenge: Create a healthy breakfast, lunch and dinner for a family of four that meets the MyPyramid daily recommendations. The challenge is to NOT exceed $35 dollars when creating all three meals.
The family of four is comprised of: 1 male aged 40 years, 1 female aged 38 years, 1 male adolescent aged 14 years, and 1 female child aged 8 years. All family members participate in 30-60 minutes of daily physical activity. Go to www.mypyramid.gov and click on MyPyramid Plan to access the daily recommendations for each family member.
Use the table below to keep track of your items and pricing. Use several grocery store ads to locate meal items and prices.
Lesson 3:my menu
Lesson Review Sheet − Student Workbook p. 28
36
Artículo Cantidad TiendaPrecio por
artículoPrecioTotal
Desayuno
Almuerzo
Cena
Precio total de todas las comidas
Desafió: Prepare el menú saludable del desayuno, el almuerzo, y la cena para una familia con cuatro personas en conformidad de las recomendaciones diarias de MyPyramid. El desafi ó consiste en NO pasarse de gastar $35 en comprar los ingredientes para cada comida.
La familia de cuatro personas esta compuesta de: 1 hombre edad de 40 años, una mujer con edad de 38 años, 1 adolescente varón con 14 años de edad, y una niña con edad de 8 años. Todos los miembros de la familia participan en 30-60 minutos diarios de actividad física. Vaya al www.mypyramid.gov para obtener las recomendaciones diarias para cada miembro de la familia.
Utilice la tabla abajo para llevar la cuenta de los artículos que compras y su precio. Vaya a varias tiendas de comida para encontrar los artículos de comida y los precios.
Lección No 3: Mi Menú
37
Health TEKS:1 Health Information. The student comprehends ways to enhance and maintain personal health throughout the life span.4(A) Health Information. The student knows how to research, access, analyze and use health information. The student is expected
to use critical thinking to analyze and use health information.9(A) Infl uencing Factors. The student understands how social factors impact personal, family, community and world health. The
student is expected to describe personal health behaviors and knowledge unique to different generations and populations.
National Health Education Standards:1.1 Students will comprehend concepts related to health promotion and disease prevention to enhance health — analyze the
relationship between healthy behaviors and personal health.3.1 Students will demonstrate the ability to access valid information, products and services to enhance health — analyze the
validity of health information, products, and services.
Objectives: Upon completion of this activity, students will: 1. State and defi ne the four types of vegetarian diets. 2. Create a series of vegetarian meals. 3. Discuss alternative non-animal sources of essential nutrients.
Lesson Summary:The purpose of this lesson is to describe the different types of vegetarian diets and discuss ways to create a healthyvegetarian meal.
Materials:Student workbook pg. 30, index cards individually labeled: lacto-ovo-vegetarian, lacto-vegetarian, vegan, partial vegetarian
Procedures: Before beginning the lesson state the following: “Some individuals eat a limited amount of animal food sources while others have eliminated animal food sources from their diets completely. These types of diets are referred to as vegetarian diets. Eating a vegetarian diet has health benefi ts but one must take extra steps to ensure that all recommended nutrients are met daily. Today we will discuss the issues that surround vegetarian diets.”
• Distribute student workbooks • Teach Teaching Concepts provided below • Complete activity
Lesson 4:No beef, no pork,
no poultry, no problem
38
Teaching Concepts 1 A healthy vegetarian diet consists mainly of plant-based foods, such as vegetables, fruits, whole grains, legumes, nuts and seeds.
Ask: What are some specifi c examples of plant-based food products? [broccoli, apples, wheat bread, black beans, almonds, sunfl ower seeds, avocados, etc.]
Teaching Concepts 2 There are four types of vegetarian diets. These include: • Lacto-vegetarian - one who eats dairy products, such as milk, cheese and yogurt, as well as plant-based foods, but does not eat meat, poultry,
fi sh or eggs • Lacto-ovo-vegetarian - one who eats eggs, dairy products and plant-based foods, but does not eat meat, poultry, or fi sh • Vegan - one who eats only plant-based foods • Partial or semi vegetarian - one who eats plant-based foods, dairy products, eggs and small selections of poultry or fi sh, but no beef or pork
Teaching Concepts 3 There are many benefi ts to eating a healthy vegetarian diet such as a diet lower in fat and cholesterol and rich in fi ber. The challenge is to obtain
suffi cient amounts of protein, iron, vitamin B12, zinc, vitamin D and calcium. In order to create a healthy vegetarian diet, one should follow the Vegetarian Diet Pyramid. The Pyramid suggests that a healthy vegetarian diet should consist of fruits and vegetables, whole grain and legumes at each meal. Plant oils, nuts and seeds and protein and dairy products should be consumed at least once a day. Sweets should be eaten sparingly. Additionally, individuals eating vegetarian diets should intake an adequate amount of water daily — at least 6 8oz. glasses.
Teaching Concepts 4 Because many vegetarian diets do not include egg or dairy products, alternative products are necessary to ensure adequate nutrition:
Teaching Concepts 5 Activity — Assign students into groups of 3-4 students. Have groups draw from a series of index cards labeled with the various types of vegetarian
diets. Students will create breakfast, lunch and dinner menus appropriate for a particular vegetarian diet. Students must include foods rich in protein, calcium, vitamin B12, iron and zinc while following the Vegetarian Diet Pyramid.
• Milk: soymilk, rice milk or almond milk rather than cow’s milk
• Butter: olive oil, vegetable broth or nonfat cooking spray when sautéing foods; canola oil when baking foods
• Cheese: soy cheese
• Eggs: commercial egg replacements or tofu
A vegetarian must include suffi cient amounts of various nutrients. A vegan diet eliminates food sources that are rich in vitamin B12 and calcium. You can get essential nutrients from non-meat sources in a variety of ways:
• Protein: Vegetarians who eat eggs or dairy products have diets rich in protein. Other sources of protein include soy products, legumes, nuts, seeds and whole grains.
• Calcium: Low-fat dairy products and dark green vegetables such as spinach, turnip greens and broccoli are great sources of calcium. Tofu, soymilk and fruit juices may contain enriched calcium.
• Vitamin B12: This vitamin is found primarily in animal products including milk, eggs and cheese. Some cereals and soy products are enriched with vitamin B12. An additional option is to take vitamin B12 supplements daily.
• Iron: Dried beans, peas, enriched cereals, whole-grains, dark, leafy green vegetables and dried fruits contain iron.
• Zinc: Whole grains, soy products and nuts are excellent sources of zinc.
• Fat: Nuts, vegetable oils and avocados are healthy sources of fat.
Assessment/Check for Understanding: Review Teaching Concepts. Ask if they have questions. Allow time to complete activity. Evaluate menus.
Lesson 4: No beef, no pork, no poultry, no problem
39
Eating a healthy vegetarian diet is not as easy as removing meat from your plate. You have to take steps to ensure you are meeting your daily nutritional needs. The challenge is to obtain suffi cient amounts of protein, iron, vitamin B12, zinc, vitamin D and calcium.
A healthy vegetarian diet consists mainly of plant-based foods, such as vegetables, fruits, whole grains, legumes, nuts and seeds. There are many benefi ts to eating a healthy vegetarian diet such as a diet lower in fat and cholesterol and rich in fi ber.
The four types of vegetarians are:
• Lacto-vegetarian — one who eats dairy products, such as milk, cheese and yogurt, as well as plant-based foods, but does not eat meat, poultry, fi sh or eggs
• Lacto-ovo-vegetarian — one who eats eggs, dairy products and plant-based foods, but does not eat meat, poultry or fi sh
• Vegan — one who eats only plant-based foods
• Partial or semi-vegetarian — one who eats plant-based foods, dairy products, eggs and small selections of poultry or fi sh, but no beef or pork
In order to maintain a healthy vegetarian diet, one should follow a Vegetarian Diet Pyramid.
Lesson 4:No beef, no pork,
no poultry, no problemLesson Review Sheet − Student Workbook p. 30
40
Siguiendo una dieta vegetariana saludable no es tan fácil como eliminar la carne del plato. Usted tiene que tomar pasos defi nidos para asegurarse que esta alimentándose con los nutritivos diarios esenciales. La difi cultar consiste en obtener sufi cientes cantidades de proteínas, hierro, la vitamina B12, la química cinc, la vitamina D, y el calcio.
Una dieta vegetariana saludable consiste principalmente de alimentos obtenidos de plantas, tal como los vegetales, las frutas, los granos enteros, las legumbres, la nuez y las semillas. Hay muchos benefi cios a seguir la dieta vegetariana saludable, tanto como la reducción en consumo de grasas y colesterol, y a la vez, incrementando el consumo de fi bra.
Las cuatro categorías de dieta vegetariana son:
• Lacto-vegetariano-una persona que consume productos lácticos, el queso, el yogur, y alimentos obtenidos de plantas, pero no consume carne, pollo, pescado o huevos.
• Lacto-ovo vegetariano-una persona que consume huevos, productos lácticos, y alimentos obtenidos de planta, pero no consume carne, pollo, o pescado.
• Vegan-una persona que solamente consume alimentos obtenidos de plantas
• Vegetariano parcial o semi-vegetariano-una persona que consume alimentos obtenidos de plantas, productos lácticos y huevos, y una cantidad pequeña de pescado o pollo, pero no consume el puerco o carne de res.
Para mantener una dieta vegetariana saludable, uno debe seguir el Pirámide de la Dieta Vegetariana.
Lección No 4: No carne de res,
No puerco, No aves, No problema
41
Alternatives for eggs and dairy products are as follows:
Milk: soymilk, rice milk or almond milk rather than cow’s milk
Butter: olive oil, vegetable broth or nonfat cooking spray when sautéing foods; canola oil when baking foods
Cheese: soy cheese
Eggs: commercial egg replacements or tofu
A vegetarian must include suffi cient amounts of various nutrients. A vegan diet eliminates food sources that are rich in vitamin B12 and calcium. You can get essential nutrients from non-meat sources in a variety of ways:
Protein: Vegetarians who eat eggs or dairy products have diets rich in protein. Other sources of protein include soy products, legumes, nuts, seeds and whole grains.
Calcium: Low-fat dairy products and dark green vegetables such as spinach, turnip greens and broccoli are great sources of calcium. Tofu, soymilk and fruit juices may contain enriched calcium.
Vitamin B12: This vitamin is found primarily in animal products including milk, eggs and cheese. Some cereals and soy products are enriched with vitamin B12. An additional option is to take vitamin B12 supplements daily.
Iron: Dried beans, peas, enriched cereals, whole-grains, dark, leafy green vegetables and dried fruits contain iron.
Zinc: Whole grains, soy products and nuts are excellent sources of zinc.
Fat: Nuts, vegetable oils and avocados are healthy sources of fat.
42
Los alternativos para los huevos y productos lácticos son los siguientes:
Lecha: leche de soya, leche de arroz, o leche de almendras en lugar de leche de vaca
Mantequilla: aceite de olivo, caldo de vegetal, o vaporizador de aceite de cocina sin grasa cuando salteando la comida o el aceite de canola cuando cociendo comidas al horno
Queso: el queso de soya
Huevos: los productos comerciales que sustituyen al huevo o la tofu
Un vegetariano debe incluir sufi cientes cantidades de ciertos nutrientes en su dieta. Una dieta “vegan” elimina alimentos que son ricos en la vitamina B12 y el calcio. Usted puede obtener los nutrientes esenciales en fuentes sin carne en varios modos:
Proteínas: Los vegetarianos que comen huevos o productos lácticos tienen dietas ricas en proteínas. Otros recursos para la proteína incluyen los productos de soya, las legumbres, la nuez, las semillas y granos enteros.
Calcio: Los productos con bajo nivel de grasa y los vegetales verdes oscuros como la espinaca, el nabo, y el brócoli son buenas fuentes de calcio. La tofu, la leche de soya, y los jugos de fruta muchas veces contienen el calcio enriquecido.
Vitamina B12: Esta vitamina se encuentra primariamente en los productos de animales como la leche, los huevos, y el queso. Algunos cereales y productos de soya son enriquecidos con la vitamina B12. Otra opción es de tomar cápsulas de vitamina B12 cada día.
Hierro: El fríjol seco, los guisantes, los cereales enriquecidos, los granos enteros, las verduras oscuras y las frutas secas contienen el hierro.
Cinc: Los granos enteros, los productos de soya, y la nuez son excelentes fuentes para el cinc.
Grasa: La nuez, los aceites vegetales, y los aguacates son fuentes saludables de grasa.
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Health TEKS:1(B) Health Information: The student comprehends ways to enhance and maintain personal health throughout the life span. The student
is expected to describe types of eating disorders.8(A) Infl uencing Factors: The student researches ways in which the media and technology infl uence individual and community health throughout
the life span. The student is expected to explain the role of media and technology in infl uencing individual and community health.11(A) Personal/Interpersonal Skills: The student understands, analyzes and applies healthy ways to communicate consideration and respect
for self, family, friends and others. The student is expected to describe techniques for responding to criticism.11(C) Personal/Interpersonal Skills: The student understands, analyzes and applies healthy ways to communicate consideration and respect
for self, family, friends and others. The student is expected to describe strategies to show respect for individual differences.
National Health Education Standards:1.2 Students will comprehend concepts related to health promotion and disease prevention to enhance health — describe the interrelationships
of emotional, intellectual, physical and social health in adolescence.2.5 Students will analyze the infl uence of family, peers, culture, media, technology and other factors on health behaviors — analyze how
messages from the media infl uence health behaviors.2.7 Students will analyze the infl uence of family, peers, culture, media, technology and other factors on health behaviors — explain how the
perceptions of norms infl uence health and unhealthy behaviors.4.1 Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks — apply
effective verbal and nonverbal communication skills to enhance health.8.2 Students will demonstrate the ability to advocate for personal, family and community health — demonstrate how to infl uence and
support others to make positive health choices.
Objectives: Upon completion of this activity students will: 1. Identify the various infl uences to body image. 2. Demonstrate strategies to respond to negative comments. 3. List ways to enhance personal body image. 4. Identify ways to help a person with an eating disorder.
Lesson Summary:The purpose of this lesson is to emphasize the role that advertising and media play infl uencing the body image of adolescents. Students will identify the various infl uences to body image, particularly the media’s role; and demonstrate strategies for responding to criticism, enhancing personal body image and helping a person with an eating disorder.
Materials:Student workbook pg. 34, Examples of magazine ads with models, movie stars, athletes, etc.
Procedures: Before beginning this lesson ask students to respond to this question: “What makes a perfect body?” Allow student time to refl ect and write comments on board. State the following: “Today we will discuss body image, what infl uence’s one’s body image, how you can respond to negative comments about yourself or others, and ways to help a person with an eating disorder.”
• Distribute student workbooks • Teach Teaching Concepts • Complete activity
Lesson 5:the me i see
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Lesson 5: the me i seeTeaching Concepts 1
Ask: “What makes a perfect body?” [tall, thin, clean, muscular (male), perfect face, small waist, small thighs, washboard stomach, etc.] Write responses on board. Next, ask: “What infl uences your ideas regarding a perfect body?” [peers, self-esteem, media, advertising, family, sports, etc.] Write responses on board.
Teaching Concepts 2 The media has a strong infl uence on body image. Show magazine advertisements to class. Ask: “Do most teens look like models, movie stars, or professional athletes? Do most of us have the time, resources and money to look like these individuals?
Teaching Concepts 3 There are several things that one can do to enhance their body image. These include: • Appreciate all that your body can do. Celebrate all of the amazing things your body does for you --running, dancing, breathing, laughing, dreaming, etc. • Keep a list of things you like about yourself — things that aren’t related to how much you weigh or what you look like. Read and add to your list often. • “True beauty” is not simply skin-deep. When you feel good about yourself, you are more confi dent, self-accepting, and open. Beauty is a state of mind, not a state of your body. • Look at yourself as a whole person. When you see yourself in a mirror or in your mind, choose not to focus on specifi c body parts. • Surround yourself with positive people. It is easier to feel good about yourself and your body when you are around others who are supportive. • Shut down those voices in your head that tell you your body is not “right.” The next time you start to tear yourself down, build yourself back up with a few quick affi rmations that work for you. • Wear clothes that are comfortable and that make you feel good about your body. • Become a critical viewer of social and media messages. Pay attention to images, slogans or attitudes that make you feel bad about yourself or your body. • Do something nice for yourself — something that lets your body know you appreciate it such as taking a bubble bath, napping, or relaxing outdoors. • Use the time and energy that you might have spent worrying about food, calories, and your weight to do something to help others. Reaching out to others can help you feel better about yourself while making a positive change in our world.
Teaching Concepts 4 There are many reasons why individuals engage in eating disorders. These include depression, low self-esteem, unrealistic body image, body dissatisfaction, and rigid family expectations. Having an unrealistic body image and being dissatisfi ed with your body can cause many young people to take extreme measures to “look a certain way.”
Disordered eating is an extreme eating behavior that can lead to serious illness or death. Anorexia nervosa, Bulimia nervosa and binge eating are all forms of disordered eating practices.
Anorexia Nervosa is defi ned as a life-threatening disorder in which the individual does not maintain a healthy body weight, has an intense fear of gaining weight and exhibits a dissatisfaction with and distortion of his/her body.
Bulimia Nervosa is defi ned as a life-threatening disorder in which the individual repeatedly eats excessively large amounts of food followed by vomiting or other purging methods in an attempt to avoid weight gain.
Binge Eating is defi ned as a life-threatening disorder in which the individual repeatedly eats excessively large amounts of food in one setting.
There are several things that you can do to help a friend with an eating disorder. First and foremost, it is very important that you tell an adult: you can tell your parent, guardian, school counselor or nurse to see if they can help the person. Compliment your friend’s internal strengths and don’t focus on external factors. Talk openly and honestly about your concerns for his/her health. Don’t ignore it! Be a good role model regarding sensible eating, exercising, and self-acceptance.
Teaching Concepts 5 Activity — Have the students get into pairs or groups to create a magazine advertisement that promotes a positive and realistic body image while promoting their product (item of clothing, music, health care item, food product, etc.).
Assessment/Check for Understanding: Review Teaching Concepts. Ask if they have questions. Allow time to complete activity. Evaluate advertisement.
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Lesson 5:the me i see
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According to the National Eating Disorders Association, there are 10 Steps to a Positive Body Image:
Appreciate all that your body can do. Celebrate all of the amazing things your body does for you — running, dancing, breathing, laughing and dreaming.
Keep a list of things you like about yourself — things that aren’t related to how much you weigh or what you look like. Read and add to your list often.
“True beauty” is not simply skin-deep. When you feel good about yourself, you are more confi dent, self-accepting and open. Beauty is a state of mind, not a state of your body.
Look at yourself as a whole person. When you see yourself in a mirror or in your mind, choose not to focus on specifi c body parts.
Surround yourself with positive people. It is easier to feel good about yourself and your body when you are around others who are supportive.
Shut down those voices in your head that tell you that your body is not “right.” The next time you start to tear yourself down, build yourself back up with a few quick affi rmations that work for you.
Wear clothes that are comfortable and that make you feel good about your body.
Become a critical viewer of social and media messages. Pay attention to images, slogans or attitudes that make you feel bad about yourself or your body.
Do something nice for yourself — something that lets your body know you appreciate it such as taking a bubble bath, napping or relaxing outdoors.
Use the time and energy that you might have spent worrying about food, calories and your weight to do something to help others. Reaching out to others can help you feel better about yourself while making a positive change in our world.
Lesson Review Sheet − Student Workbook p. 34
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Lección No 5: La Persona Que Yo Veo
Según la Asociación Nacional contra Desordenes Alimenticios, hay 10 pasos para mantener una imagen positiva del cuerpo:
Agradezca todo lo que su cuerpo puede hacer. Celebre todas las cosas maravillosas que el cuerpo de uno puede hacer – correr, bailar, respirar, sonreír, y soñar.
Mantenga una lista de las cosas que te gustan de si mismo – cosas que no son relacionadas con tu peso o apariencia. Lee y agrega notas a tu lista frecuentemente.
La “belleza verdadera” no consiste solamente en el exterior. Cuando te sientes bien de si mismo, uno tiene más confi anza, es más aceptando de si mismo, y mas despejado. La belleza es un estado de mente, no un estado del cuerpo.
Considérate a si mismo como una persona completa. Cuando te ves a si mismo en el espejo o en tu mente, decide a propósito no enfocar en partes del cuerpo.
Júntate con personas positivas. Es más fácil sentirte bien de si mismo cuando tienes compañeros o compañeras que te apoyan.
Apague las voces en la mente que dicen que tu cuerpo no esta “bien.” La siguiente vez que empieces a sentirte menos, reforzarte con recordar las cosas positivas de tu carácter.
Usa ropa que es confortable y que te hagan sentirte bien con tu cuerpo.
Acostúmbrate ser un observador critico de los mensajes sociales y los imágenes de los medios de comunicación. Presta atención a los imágenes, dichos, o actitudes que hacen a uno sentirse mal de su mismo cuerpo.
Haz algo agradable por si mismo – algo que deja saber al cuerpo que lo aprecias – como tomarse un baño de burbujas, tomar una siesta, o relajarse en el campo.
Utiliza el tiempo y energía que hubieras tomado en preocuparte por la comida, las calorías, y tu peso y en cambio trata de hacer algo que ayude a otras personas. Dándole la mano a otras personas puede hacerte sentir bien de si mismo y aun contribuyes a un cambio positivo en el mundo.
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Ways to help a friend withan eating disorder:
Tell an adult.
Be honest about your concerns.
Give compliments that don’t focus on external factors.
Be a good role model.
Activity: Choose a product (such as a food item, item of clothing, car, music, health care item, etc.) to promote through a magazine advertisement. Create a print advertisement that promotes a positive and realistic body image while still promoting your product.
the me i see
48
Maneras que uno puede ayudar a una amistad que padece de un desorden alimenticio:
Avísale a un adulto.
Hay que ser sincero de tus
preocupaciones.
Ofrece comentarios positivos que no se refieren a los aspectos exteriores.
Procúrate ser un buen ejemplo.
Actividad: Selecciona un producto (sea un articulo de comida, ropa, un auto, la música, un artículo para benefi ciar la salud, etc.) que promueve por medio de un anuncio que diseñas para una revista. Prepara un anuncio impreso que promueve una imagen positiva y realista del cuerpo de si mismo, mientras que promueve el producto efectivamente.
la persona Que Yo Veo
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Health TEKS:1(A) Health Information: The student comprehends ways to enhance and maintain personal health throughout the life span. The student is expected to analyze the interrelationships of physical, mental and social health.4(A) Health Information: The student knows how to research, access, analyze and use health information. The student is expected to use critical thinking to analyze and use health information.4(C) Health Information: The student knows how to research, access, analyze and use health information. The student is expected to demonstrate ways to use health information to help self and others.5(A) Health Behaviors: The student engages in behaviors that reduce health risks throughout the life span. The student is expected to analyze and demonstrate strategies for preventing and responding to deliberate and accidental injuries.
National Health Education Standards:1.1 Students will comprehend concepts related to health promotion and disease prevention to enhance health — analyze the relationship between healthy behaviors and personal health.1.5 Students will comprehend concepts related to health promotion and disease prevention to enhance health — describe ways to reduce or prevent injuries and other adolescent health problems.1.9 Students will comprehend concepts related to health promotion and disease prevention to enhance health — examine the potential seriousness of injury or illness if engaging in unhealthy behaviors.3.1 Students will demonstrate the ability to access valid information, and products and services to enhance health — analyze the validity of health information, products and services.3.2 Students will demonstrate the ability to access valid information, and products and services to enhance health — access valid health information from home, school and community.
Objectives: Upon completion of this activity, students will: 1. List the benefi ts to physical activity 2. Discuss ways to prevent or minimize injury during physical activity 3. Explain the importance of being hydrated during physical activity 4. Analyze the causes, symptoms, and treatments for heatstroke and dehydration
Lesson Summary:The purpose of this lesson is to identify ways to minimize and prevent injury during physical activity.
Materials:Student workbooks pg. 38, internet access
Procedures: Before beginning this lesson state the following: “Engaging in physical activity is important to maintain a healthy lifestyle, but you must take precautions to minimize the risk of injury. Today we will discuss the benefi ts of physical activity while identifying strategies to prevent injury and harm such as dehydration or heatstroke.” • Distribute student workbooks • Teach Teaching Concepts provided below • Complete activity
Teaching Concepts:1. There are numerous mental, physical, and social benefi ts to engaging in daily physical activity.
Ask: What are mental/emotional benefi ts to being physically active? [reduced stress, increase in energy, increased self-confi dence and self-esteem, etc.] Write responses on board.
Lesson 6:be fit and safe
50
Ask: What are physical benefi ts to being active? [weight control, improved strength and endurance, stronger bones and organs, reduce chance of disease, etc.] Write responses on board.Ask: What are social benefi ts to being active? [support network, respect, attention from friends and family, team skills, meet new people, etc.] Write responses on board. 2. No matter what type of physical activity you choose to engage in, you should take precautions to prevent injury.
Nutrition:An important part of maintaining a healthy lifestyle is eating a nutritious diet. This is especially important when you are physically active. Guidelines include: • Make sure you get enough carbohydrates and protein. Your body needs extra energy to play sports and engage in physical activity. Carbohydrates
provide that extra energy. Ask: What are examples of healthy carbohydrates?
[fruits, vegetables, pasta, whole grains, etc.]
Protein helps to build muscle tissue and repair your body’s cells. Ask: What are examples of healthy proteins?
[meat, poultry, fi sh, eggs, milk and cheese, beans, nuts, seeds, cornmeal, rice, pasta, etc.]
• Make sure you get enough vitamins and minerals. Vitamins and minerals are essential to a balanced diet. Vitamins are substances that regulate body functions. They help your body fi ght disease. Four important vitamins are vitamin C, vitamin A, vitamin D, and vitamin E. Vitamin C protects the body against infection and helps in the healing of wounds. Sources of vitamin C include strawberries, grapefruit, pineapple, oranges, tomatoes, peppers and cabbage. Vitamin A helps to maintain healthy skin, teeth and bones. Sources of vitamin A are milk, carrots, green vegetables and liver. Vitamin D promotes the absorption and use of calcium, which builds strong bones and teeth. Sources of vitamin D are milk, eggs, beef, butter and sunlight. Lastly, vitamin E protects against red blood cell destruction, which leads to longer life. Sources of foods rich in vitamin E include almonds, corn oil, mangos, peanuts and turnips.
Minerals are important substances found in nature that helps the body, work properly. Calcium helps to build strong bones and teeth. Foods rich in calcium include milk, cheese, yogurt, ice cream, beans, salmon and broccoli. It is recommended that young people eat three servings of milk, cheese or yogurt a day. Iron is another important mineral. Iron is a component of the red blood cell’s oxygen and carbon dioxide transport system. It is necessary for cellular respiration (breathing) and helps the body to resist infection. Excellent sources of iron include liver, red meat, eggs, spinach, beans and nuts.
• Make sure to drink plenty of water. When you are physically active you lose water through sweat. To maintain adequate water in your body you should drink approximately 10-12 8oz glasses of water a day. When it is hot outside you should drink water every 15 minutes to avoid dehydration (excessive water loss in the body can lead to heatstroke).
Safety:Many injuries can be avoided if the following safety measures are taken. • Engage in physical activity in a safe environment. Participate in activities with a buddy or adult present. Make sure proper lighting is available and
that surfaces are appropriate for the activity.
• Be sure to warm-up before activity and cool-down after activity. You should get your body ready to be physically active by stretching and gradually working toward your desired intensity. When ending your activity you should gradually lessen the intensity and “cool down” by walking slowly for 5-10 minutes.
• Wear clothing appropriate to the weather and time of day like cool clothes in hotter temperatures or layers of clothing in cooler temperatures. When being physically active early in the morning or during the evening you should wear refl ective clothing so that you are visible to drivers and others. You should wear clothing appropriate for the activity. For example, shorts and loose fi tting clothing are appropriate for basketball.
• Wear protective equipment. Protective items such as kneepads, helmets, masks, etc. should be worn at all times. These items prevent injury and fatalities.
Lesson 6: be fit and safe
51
Listen to your body:When engaging in physical activity, you must listen to your body and know your limits. Feeling pain or excessive shortness of breath is not normal during activity. • Stop if you feel ill. If you are not feeling well you should not engage in physical activity. Tell an adult such as a coach, parent, etc. and
seek treatment.
• Stop if you are injured. If you continue being physically active while injured you could be causing further damage to your body. Tell an adult such as a coach, parent, etc. and seek treatment.
3. As stated earlier, the weather plays an integral role in safe physical activity. High temperatures can cause one to dehydrate quickly and increase one’s risk for heatstroke.
Activity: Using the internet, have students research the causes, symptoms, treatments and prevention strategies for heatstroke. Students will complete a written report of the information gathered.
Information on heatstroke is taken from The University of MarylandMedical Center, http://www.umm.edu/non_trauma/dehyrat.htm :
What causes heat stroke?Our bodies produce internal heat. We cool ourselves by sweating and radiating heat through the skin. During extreme heat, high humidity or vigorous activity in the hot sun, this cooling system may begin to fail, allowing heat to build up to dangerous levels. If a person becomes dehydrated and cannot sweat enough to cool their body, their internal temperature may rise to dangerously high levels. This is known as a heat stroke.
What are the symptoms of heat stroke? • headache • dizziness • disorientation, agitation or confusion • sluggishness or fatigue • seizure • hot, dry skin that is fl ushed but not sweaty • a high body temperature • loss of consciousness • rapid heart beat • hallucinations
How is heat stroke treated?The person is to be treated immediately for heat stroke, if not it can cause permanent damage or death. • Take the person indoors • Remove clothing • Apply cool water to the skin • Apply ice packs to the groin and armpits • Have the person lie down in a cool area with their feet slightly elevatedIntravenous fl uids are often necessary to compensate for fl uid or electrolyte loss
How can heat stroke be prevented? • Wear lightweight, light-colored, loose-fi tting clothing • Be active outside during the cooler parts of the day • During outdoor activities, take frequent drink breaks • Spend more time indoors on very hot and humid days
Assessment/Check for Understanding: Review Teaching Concepts Ask if they have questions Allow time for activity Evaluate report
Lesson 6: be fit and safe
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Lesson 6:be fit and safe
There are numerous benefi ts to physical activity. These benefi ts may be mental or emotional, physical or social.
Mental/Emotional Physical Social Benefits Benefits Benefits
Increased energy Control Diabetes Meet new people Reduced stress Stronger heart and lungs Work with a group, team or partner Enhanced self-image Improved fl exibility Get support from friends and family Increased self-confi dence and self-esteem Improved muscular strength and endurance Share successes with friends and family Gain a sense of accomplishment Stronger bones Have fun Manage weight
When engaging in physical activity it is important to practice injury prevention strategies. These include proper nutrition, safety measures, and knowing your body’s limits.
Nutrition:• Make sure your diet consists of enough carbohydrates and protein• Make sure your diet consists of enough vitamins and minerals• Make sure to drink plenty of water
Safety:• Engage in physical activity in a safe environment• Be sure to warm-up before activity and cool-down after activity• Wear clothing appropriate to the weather and time of day• Wear protective equipment
Listen to your body:• Stop if you feel ill• Stop if you are injured
The weather plays an integral role in safe physical activity. High temperatures can cause one todehydrate quickly and increase one’s risk for heatstroke.
Activity: Using the internet, research the causes, symptoms, treatments and prevention strategies for heat stroke. Complete a written report summarizing the information gathered.
Lesson Review Sheet − Student Workbook p. 38
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Lección No 6: Sea Activo
Físicamente y SeguroHay muchos benefi cios que resultan de la actividad física. Estos benefi cios pueden ser mentales o emocionales, fi siológicos, o sociales.
Cuando uno toma parte en actividades físicas, es importante practicar los modos de evitar lastimaduras. Estos incluyen la nutrición apropiada, tomando medios de seguridad, y conociendo los límites de su mismo cuerpo.
La Nutrición:• Asegúrate que tu dieta tenga sufi cientes carbohidratos y proteínas• Asegúrate que tu dieta tenga sufi cientes vitaminas y minerales• Asegúrate de tomar bastante agua
La Seguridad:• Ocúpese en actividades físicas en un ambiente seguro• Empieza a calentar los músculos lentamente antes de la actividad física y tan bien refrescando lentamente después del ejercicio• Use ropa apropiada para el clima y el tiempo del día• Use equipaje de protección
Escuche las Señales de su Cuerpo:• Pare si se siente mal• Pare si se lastima
El clima juega un papel importante al empezar actividades físicas en una manera seguraTemperaturas altas pueden causar uno deshidratarse rápidamente y aumenta las probabilidades de la insolación.
La actividad: Utilizando el Internet, investigue las causas, síntomas, tratamientos y estrategias para prevenir la insolación. Prepare un reporte escrito ofreciendo un resumen de la información coleccionada.
Beneficios mentales/ emocionalesMás energíaReducción del estrésUn sentido de auto-estimaciónMas confi anza en si mismo y auto-estimaciónUn sentido de haber realizado una meta importante
Beneficios FisiológicosControl de la diabetesUn corazón y pulmones más fuertesMejor fl exibilidadMejor fuerzas y resistencia de los músculosHuesos más fuertesMejor control de peso
Beneficios SocialesConocer nuevas personasParticipe en actividades con un grupo, equipo, compañero, o compañeraConsigue apoyo de las amistades y familiaresTome la oportunidad de compartir éxitos con amistades y familiaresDiviértase
54
Health TEKS:1(C) Health Information: The student comprehends ways to enhance and maintain personal health throughout the life span. The student is expected to identify and describe lifetime strategies for prevention and early identifi cation of disorders.3(B) Health Information: The student comprehends and utilizes concepts relating to health promotion and disease prevention throughout the life span. The student is expected to analyze risks for contracting specifi c diseases based on pathogenic, genetic, age, cultural, environmental and behavioral factors.
National Health Education Standards:1.4 Students will comprehend concepts related to health promotion and disease prevention to enhance health — describe how family history can
impact personal health.
Objectives: Upon completion of this activity, the student will: 1. Describe the characteristics that infl uence personal health. 2. Describe the characteristics that infl uence their family’s health.
Lesson Summary:This lesson is designed for students to gather information regarding the health concerns and illnesses that affect their family members. The role of genetics and personal health are discussed as well as ways to reduce one’s risk for developing various health conditions that affect family members.
Materials:Student workbook pg. 40
Procedures: Before beginning this lesson state the following: “The health concerns of your current and past family members infl uence your health. There are several diseases and conditions that may be passed on to you through your genes. Today we will discuss the various chronic conditions that can be passed genetically as well as ways that you can reduce your chances of developing these diseases, particularly if they tend to run in your family.”
• Distribute student workbooks • Teach Teaching Concepts provided below • Complete Word Search • Complete homework assignment with family members: My Family Tree
Lesson 7:my family tree
55
Teaching Concepts 1Many diseases like Type 2 diabetes are partially inherited. Individuals with blood-related family members with Type 2 diabetes have much higher chances of developing the disease, but it is not a guarantee. Individuals with genetic predispositions to diseases like Type 2 diabeteshould take extra care and practice positive lifestyle behaviors. As with the case of Type 2 diabetes, individuals with a genetic predisposition to this condition should eat nutritious foods, participate in daily physical activity, and maintain a healthy weight.• Have students complete the My Family Tree activity with a family member as a homework assignment.
Teaching Concepts 2Other diseases/conditions that are partially inherited include osteoporosis, osteoarthritis, heart disease, various cancers (like breast, prostate and colon cancer), stroke, kidney disease and hypertension (high blood pressure).
Review the descriptions of the following diseases:• Osteoporosis — a condition affecting especially older women that is characterized by weak bones, which are easily broken. Calcium and phosphate are two minerals that are essential for normal bone formation. Throughout youth, the body uses these minerals to produce bones. If calcium intake is not suffi cient, or if the body does not absorb enough calcium from the diet, bone production and bone tissues may suffer.• Cancer — a disease that happens when the body makes cells that are not normal. These cells grow very quickly to take over the normal cells and can spread to different parts of the body if a doctor doesn’t treat it. a. Breast cancer — a malignant (cancerous) growth that begins in the tissues of the breast. Over the course of a lifetime, one in eight women will be diagnosed with breast cancer (www.medlineplus.com). b. Prostate cancer — involves a malignant tumor growth within the prostate gland (www.medlineplus.com). c. Colon cancer — The colon and rectum are part of the large intestine (large bowel). Colon and rectum cancers, which are sometimes referred to together as “colorectal cancer,” arise from the lining of the large intestine (www.medlineplus.com).• Kidney disease — Chronic kidney disease includes conditions that damage your kidneys and decrease their ability to keep you healthy by doing the jobs listed. If kidney disease gets worse, wastes can build to high levels in your blood and make you feel sick. You may develop complications like high blood pressure, anemia (low blood count), weak bones, poor nutritional health and nerve damage. Also, kidney disease increases your risk of having heart and blood vessel disease. These problems may happen slowly over a long period of time. Chronic kidney disease may be caused by diabetes, high blood pressure and other disorders.• Cardiovascular disease — any disorder that affects the heart’s ability to function normally. The most common cause of heart disease is narrowing or blockage of the coronary arteries, which supply blood to the heart itself.• Type 2 diabetes — When someone has Type 2 diabetes, his or her body doesn’t use glucose properly. Glucose is the main source of energy for the body. A hormone called Insulin, which is made in the pancreas, controls glucose levels. In Type 2 diabetes, the body can’t respond normally to the insulin that is made by the pancreas.• Osteoarthritis — a condition, affecting older people, that is characterized by infl ammation and degeneration of bones. Osteoarthritis is the most common joint disorder. The chronic disease causes the cushioning (cartilage) between the bone joints to wear away, leading to pain and stiffness. It can also cause new pieces of bone, called bone spurs, to grow around the joints.
In class-activity: On individual index cards write the name of the 10 diseases described above. On separate index cards write the descriptions of the 10 diseases. Provide each student with one index card (either a disease name or a disease description card). Have the students walk around the room and match their disease with its description. Once everyone has paired, the students will read their disease name and description to the class to verify accuracy.
Teaching Concepts 3As a review have the students complete the word search activity with a hidden message. The solution to the hidden message is as follows:
Why is it important to know your family’s health history?-Your genes may increase your risk for certain diseases.
Assessment/Check for Understanding: Review Teaching Concepts Ask if they have any questions Allow time for students to complete in class-activities Evaluate Family Health His-Tree
Lesson 7: my family tree
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Directions: List the name, current age and health concerns/illnesses, if any, for each living family member. For deceased family members, list the age at death, cause of death and health concerns/illnesses prior to death.
Family health history can infl uence your health since some chronic diseases may be passed on to you genetically. What can you do to reduce your risk for developing the chronic diseases that affect your family members?
Lesson 7:my family tree
Lesson Review Sheet − Student Workbook p. 40
you
mother father
maternalgrandmother
maternalgrandfather
fraternalgrandmother
fraternalgrandfather
sister(s)brother(s)
aunt(s) uncle(s) aunt(s) uncle(s)
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Instrucciones: Anote el nombre, edad actual, y problemas de salud, si hay algunas, para cada miembro vivo de su familia. Para los familiares ya fallecidos, anote la edad de muerte, y los problemas de salud o enfermedades antes de morir.
La historia familiar de salud puede afectar tu salud porque algunas enfermedades crónicas pueden trasmitirse por medios genéticos. ¿Qué puedes hacer para reducir los riesgos a contraer una enfermedad crónica que haya afectado miembros de tu familia?
Lección No 7: Mi árbol familiar
TU
MADRE PADRE
ABUELAMATERNA
ABUELOMATERNO
ABUELAPATERNA
ABUELOPATERNO
HERMANASHERMANOS
TIA(S) TIO(S) TIA(S) TIO(S)
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T H Y O U R G E N E S M A R Y R
I Y E N C R E A S E Y O U E K E
R P P A R I S K F O R C E C I C
R E T E R A I N D I S E A N D N
S R S E T T S F P V M A G A N A
I T M L E W D P K N D N U C E C
S E Z F D K O I Q A T Q C T Y E
O N U A L D O D S N U N Y S D T
R S D V Y K B R I E N U D A I A
O I C W L F X R T A A V Z E S T
P O G A B B Z W J S B S V R E S
O N B E G T O A X M M E E B A O
E O S T E O A R T H R I T I S R
T C O L O N C A N C E R A E E P
S T U K B K V M G T Z R F M S H
O K I P X D Q H E O T D K T X O
Terms: BREAST CANCER COLON CANCER HEART DISEASE HYPERTENSION KIDNEY DISEASE OSTEOARTHRITIS OSTEOPOROSIS PROSTATE CANCER STROKE TYPE TWO DIABETES
Why is it important to know your family’s health history?
Hidden Answer: Fill in the remaining letters beginning at the top of the puzzle until the phrase is complete. Y O U R G E N E S M A Y I N C R E A S E _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Y O U R R I S K F O R C E R T A I N _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ D I S E A S E S _ _ _ _ _ _ _ _
my family tree
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Términos: Cáncer del pecho Cáncer del colon Enfermedad de corazón Hipertensión Enfermedad de los riñones OSTEOARTRITIS OSTEOPOROSIS Cáncer de la próstata Apoplejía Diabetes tipo dos
Por qué es importante conocer la historia familiar de salud?
Solucion oculta: Llene las letras faltando.
L A G E N E T I C A P U E D E A U M E N T A R S U R I E S G O_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _P A R A C I E R T A S E N F E R M E D A D E S_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Mi árbol familiarA L A C A N C E R D E L P E C H O G E N E T I C N
A P P U E D E A U M E N T A R S U R I E S G O P O
A R O A H I P E R T E N S I O N C I E R T A S E Z
N F E P R M E D A D E S O I C W L F X R T A A V A
S O K I L P X D Q H E O T D K T X O S T U K B K R
I O V M G E T Z R F M S H P E E A R E C N A C N O
T S O L O C J T R S T N O L O C L E D R E C N A C
I T H Y E N C I R E A S E S E Z E D K O I Q A T E
R E O N B E G T A O A X M M E E B A O E O S T E D
T O O S T U K B K V M G T Z R F M S H I Y E S P D
R P P Z Q A T Q C T Y E T S E Z V A A T R X F L A
A O W C I O T T F E X B U S U X B M O A S J V M D
O R E N F E R M E D A D D E L O S R I N O N E S E
E O S Z V E R L L L L T L G B C A A M E M A R I M
T S I L U X A P A K I B B B D O P G D O O C A S R
S I A T A T S O R P A L E D R E C N A C I N S I E
O S B D F P A R I D D C G L Q W A K L Z R T A M F
T Z E T A I P Y E M A C C K P I C H H U U L I A N
V N S W U O S O D O P I T S E T E B A I D A N S E
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Health TEKS:3(B) Health Information: The student comprehends and utilizes concepts relating to health promotion and disease prevention throughout their life
span. The student is expected to analyze risks for contracting specifi c diseases based on pathogenic, genetic, age, cultural, environmental and behavioral factors.
3(C) Health Information: The student comprehends and utilizes concepts relating to health promotion and disease prevention throughout their life span. The student is expected to distinguish risk factors associated with communicable and non-communicable diseases.
National Health Education Standards:1.1 Students will comprehend concepts related to health promotion and disease prevention to enhance health — analyze the relationship between
healthy behaviors and personal health.1.7 Students will comprehend concepts related to health promotion and disease prevention to enhance health — describe the benefi ts of and barriers
to practicing healthy behaviors.1.9 Students will comprehend concepts related to health promotion and disease prevention to enhance health — examine the potential seriousness of
injury or illness if engaging in unhealthy behaviors.
Objectives:Upon completion of this activity, students will:1. Differentiate between Type 1 and Type 2 diabetes2. List the various complications associated with both Type 1 and Type 2 diabetes3. Describe and defi ne terms associated with diabetes
Lesson Summary:This lesson is designed to discuss the secondary complications that can result from diabetes. After reading and discussing the complications associated with diabetes, students will play “Wheel of Fortune” to review various diabetes-related concepts.
Materials:Student workbook pg. 44, chalkboard/dry ease board, chalk/marker
Procedures:Before beginning the lesson state the following: “Today we will discuss diabetes and the complications that can arise from developing diabetes. We will also review various diabetes conceptsdiscussed previously.”
• Distribute student workbooks • Play “Wheel of Fortune”• Teach Teaching Concepts provided below
Teaching Concepts 1Diabetes is a non-communicable disease meaning that someone with diabetes cannot pass it on to another person by direct or indirect contact. Diabetes is also a chronic disease meaning that it lasts a very long time. When someone has diabetes, his or her body doesn’t use glucose properly. Glucose, a sugar, is the main source of energy for the body. A hormone called Insulin, which is made in the pancreas, controls glucose levels. In diabetes, the pancreas does not make enough insulin (Type 1 diabetes) or the body can’t respond normally to the insulin that is made (Type 2 diabetes). If diabetes is not under control - or a person doesn’t know he or she has diabetes - the person may have problems like increased urination (peeing), extreme thirst and unexplained weight loss.
Defi nition of key terms:• Insulin — If someone has diabetes, he or she has trouble with a hormone called Insulin. Insulin, which is made in the pancreas, lowers the level of
glucose (a type of sugar) in the blood. It does this by helping glucose enter the body’s cells. But without insulin, glucose can’t get into the cells. In diabetes, the pancreas doesn’t make enough insulin or the body can’t respond normally to the insulin that is made. This causes the glucose level in the blood to rise.
• Glucose — When you eat, your body turns the food into a sugar called glucose. Like gas for a car, glucose provides fuel for your cells. How does it get to the cells? The bloodstream carries it to them. The hormone Insulin helps the glucose get to the cells, so it can be used for energy.
• Pancreas- The pancreas is a long, fl at gland in your belly. It sits behind the stomach and produces enzymes that are important for digestion. Insulin and glucagon, which help control the level of glucose (a type of sugar) in the blood, are also made in the pancreas.
lesson 8:complications of diabetes
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Teaching Concepts 2Individuals with diabetes are at greater risk for developing certain secondary complications. These include heart disease (cardiovascular disease), eye problems such as blindness or vision loss (retinopathy), kidney disease (nephropathy), nerve damage and ketoacidosis. Description of complications:
• Heart disease — Diabetes increases the risk for heart attack, stroke and complications related to poor circulation. High glucose levels in the blood can damage blood vessels, which can lead to various forms of cardiovascular disease.• Kidney disease — The kidneys fi lter waste products, excess water and chemicals from the body. Kidney disease, also referred to as diabetic nephropathy, occurs as a result of damage to the capillaries that form the kidneys’ fi ltering system. The fi ltering system becomes less effi cient and proteins begin to leak. This can lead to high blood pressure, fl uid retention and fatigue. • Retinopathy — Having diabetes for many years - especially if it’s uncontrolled - can damage an important part of the eye called the retina. The retina is important for vision. It’s the lining of the back of the eye that senses light. Retinopathy is the medical word for disease of the retina. The disease of the retina caused by diabetes is called diabetic retinopathy.• Nerve damage — Diabetes causes high levels of blood sugar, which over time destroy nerves throughout the body. Damaged nerves do not transmit proper signals, which result in a loss of sensation or pain. This can lead to numbness, tingling or burning in the feet and legs.• Ketoacidosis — a condition that can happen to people with diabetes (typically Type 1 diabetes), occurs when the body uses fat instead of glucose for fuel. When fat is broken down, chemicals called ketones are produced. They get into a person’s blood and urine (pee). High levels of ketones cause the blood to become more acidic. Symptoms of ketoacidosis include nausea, vomiting, belly pain, fast breathing, and, in severe cases, unconsciousness. People with ketoacidosis need to get emergency medical treatment.
Teaching Concepts 3Procedures for Wheel of Fortune game — Divide the students into small groups. The rules of the game will be the same as the television game show—except no wheel, prizes or money. Place a series of blanks to represent each letter of the puzzle term on the board. Each team gets to select one letter and then fi ve seconds to solve the puzzle. If unsolved, the next team will go. This will continue until the puzzle is solved. When a team of students solve a puzzle and provide a description of the puzzle answer they will be awarded 1 point, which will be recorded on the board. For example, the puzzle answer is retinopathy. Not only does the team have to solve the term but also describe the term: Retinopathy is a complication of diabetes that can lead to vision loss. If the team solves the puzzle answer but does not describe the term correctly the next team(s) has an opportunity to steal the point by correctly describing the term. The team with the most points at the end of the game wins.
Inform the students that the puzzle answers are terms related to diabetes in general as well as complications of the condition.
Possible Puzzle Terms: Cardiovascular disease (heart disease)Kidney disease (nephropathy)RetinopathyNerve damageKetoacidosisKetonesInsulinGlucosePancreasType 1 diabetesType 2 diabetes
Assessment/Check for Understanding: Review Teaching Concepts Ask if they have questions Play game Evaluate for team member participation and accuracy during game
Lesson 8: complications of diabetes
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lesson 8:complications of diabetes
Type 2 diabetes — occurs when the pancreas, an organ in the body does not produce enough insulin or the cells in the body do not respond to the insulin. Insulin is a hormone that is necessary for the body to use glucose (sugar). Glucose is the basic fuel for the cells in the body and insulin takes the glucose from the blood into the cells. A build up of glucose in the blood can cause the cells to be starved for energy and over time this can cause damage to your eyes, kidneys, nerves and heart. Type 2 diabetes is the most common form of diabetes.
Having Type 2 diabetes increases your risk for many serious complications. These include heart disease, blindness, kidney damage and nerve damage.
Heart disease — Diabetes increases the risk for heart attack, stroke and complications related to poor circulation. High glucose levels in the blood can damage blood vessels, which can lead to various forms of cardiovascular disease.
Blindness — Diabetes affects the lens of the eye and the retina of the eye. Diabetic retinopathy is a deterioration of the blood vessels that support the retina. This deterioration may cause the blood vessels to leak fl uid and the retina to swell and vision to blur.
Kidney disease — The kidneys fi lter waste products, excess water and chemicals from the body. Kidney disease, also referred to as diabetic nephropathy, occurs as a result of damage to the capillaries that form the kidneys’ fi ltering system. The fi ltering system becomes less effi cient and proteins begin to leak. This can lead to high blood pressure, fl uid retention, and fatigue.
Nerve damage — Diabetes causes high levels of blood sugar, which over time destroy nerves throughout the body. Damaged nerves do not transmit proper signals, which result in a loss of sensation or pain. This can lead to numbness, tingling or burning in the feet and legs.
Type 1 diabetes — occurs when the pancreas does not produce insulin. This form of diabetes typically occurs in children and young adults. In addition to the complications of Type 2 diabetes listed above, individuals with Type 1 diabetes are at greater risk for developing ketoacidosis.
• Ketoacidosis — This is a serious condition that can lead to a diabetic coma. This condition occurs when ketone levels become extremely high. Ketones are acids that build up in the blood. This occurs because the body cannot use glucose normally.
Lesson Review Sheet − Student Workbook p. 44
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Lección No 8: Complicaciones de
la diabetesLa diabetes tipo 2 — ocurre cuando el páncreas, un órgano en el cuerpo, no produce sufi ciente insulina o las células en el cuerpo ya no responden a la insulina. La insulina es una hormona que es necesaria para que el cuerpo use la glucosa (azúcar). La glucosa es el combustible básico de las células del cuerpo y la insulina toma la glucosa de la sangre dentro las células. Un aumento en la glucosa en la sangre puede indicar que las células están pasando hambre por energía y a través del tiempo esto puede causar daño a los ojos, los riñones, los nervios y el corazón. La diabetes tipo 2 es la forma más común de la diabetes.
Padeciendo de la diabetes tipo 2 aumenta el riesgo para unas complicaciones graves. Estas incluyen la enfermedad de corazón, ceguera, daño a los riñones, y daño a los nervios.
Enfermedad de corazón — La diabetes incrementa el riesgo de los ataques de corazón, la apoplejía, y las complicaciones que se relacionan a la circulación inadecuada. Los altos niveles de glucosa en la sangre pueden dañar las venas que llevan la sangre, resultando en varias formas de daño cardiovascular.
La ceguera — La diabetes afecta el lente y la retina del ojo. La retinopatía diabética es una deterioración de las vesículas de sangre que sostienen la retina. Esto deterioración puede causar los vasos sanguíneos a gotear líquido y la retina a hincharse y la visión a nublarse.
Enfermedad de los riñones — Los riñones trabajan para limpiar los desperdicios, el agua excesiva, y algunas químicas del cuerpo. La enfermedad de los riñones, también conocida como la neuropatía diabética, ocurre como resultado de daño a las venas capilares que forman el sistema de fi ltración en los riñones. Este sistema de fi ltración puede perder efi ciencia y las proteínas empiezan a gotear. Esta situación resulta en alta presión de sangre, retención del agua en el cuerpo, y cansancio.
Daño a los nervios — La diabetes causa altos niveles de azúcar en la sangre, que al transito del tiempo, destruye los nervios por todo el cuerpo. Los nervios que son dañados no transmiten los señales eléctricos correctamente, resultando en perdida de sensación o dolor. Esto puede llegar como dedos entumecidos, picazón en la piel y ardor en los pies y piernas.
La diabetes tipo 1 – ocurre cuando el cuerpo no produce la insulina. Esta forma de diabetes ocurre típicamente en los niños y adultos jóvenes. Además de las complicaciones de la diabetes tipo 2 explicado arriba, esas personas con la diabetes tipo 1 tienen mayor riesgo en desarrollar ketoacidosis.
• Ketoacidosis — Esta es una condición grave que puede resultar en un coma diabético. Esto ocurre cuando los niveles de la química ketone son excesivamente altos. Los ketones son ácidos que se acumulan en la sangre. Esto ocurre porque el cuerpo no puede usar la glucosa normalmente.
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Health TEKS:1(A) Health Information: The student comprehends ways to enhance and maintain personal health throughout the life span. The student is
expected to analyze the interrelationships of physical, mental and social health.1(C) Health Information: The student comprehends ways to enhance and maintain personal health throughout the life span. The student is
expected to identify and describe lifetime strategies for prevention and early identifi cation of disorders.3(C) Health Information: The student comprehends and utilizes concepts relating to health promotion and disease prevention throughout
the life span. The student is expected to distinguish risk factors associated with communicable and noncommunicable diseases.10(B) Personal/Interpersonal Skills: The student recognizes and uses communication skills in building and maintaining healthy relationships.
The student is expected to describe the application of effective coping skills.11(B) Personal/Interpersonal Skills: The student understands, analyzes and applies healthy ways to communicate consideration and respect
for self, family, friends and others. The student is expected to demonstrate strategies for coping with problems and stress. 11(E) Personal/Interpersonal Skills: The student understands, analyzes and applies healthy ways to communicate consideration and respect
for self, family, friends and others. The student is expected to describe the effect of stress on personal and family health.11(F) Personal/Interpersonal Skills: The student understands, analyzes and applies healthy ways to communicate consideration and respect
for self, family, friends and others. The student is expected to describe the relationships between emotions and health.
National Health Education Standards:1.2 Students will comprehend concepts related to health promotion and disease prevention to enhance health — describe the
interrelationships of emotional, intellectual, physical and social health in adolescence.6.1 Students will demonstrate the ability to use goal-setting skills to enhance health — assess personal health practices.7.2 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks — demonstrate healthy
practices and behaviors that will maintain or improve the health of self and others.
Objectives: Upon completion of this activity, students will: 1. Explain the difference between eustress and distress. 2. Identify various causes of stress among adolescents. 3. Describe how the body reacts during the fi ght-or-fl ight response. 4. List ways to effectively manage stress.
Lesson Summary:This lesson is designed to explain the role of stress on health and discuss ways for adolescents to effectively manage stress.
Materials:Student workbook pg. 46
Procedures: Before beginning this lesson state the following: “We all experience stress daily. Stress varies from daily hassles to serious, chronic problems. As we age, the things that cause stress change. It is important to learn how to manage stress to prevent future heath problems.”
• Distribute student workbooks • Teach Teaching Concepts provided below • Assign Activity
lesson 9:Relax: Just the facts
65
Teaching Concepts 1Stress is your body’s response to changes around you. As you gain more responsibility, develop new relationships and mature physically, socially and cognitively you may experience stress. Stress is a normal part of life; however, it is important to be able to manage your stress.
Demonstration: Using a balloon, explain that stress can build up inside a person just like air in a balloon. [blow up balloon] State that as more air comes in (i.e., stressors are added) the balloon stretches to a point where it may pop (i.e., a person becomes emotionally, physical unhealthy). By releasing some air [release a little air in balloon] the balloon becomes more stable. Similarly, by releasing or alleviating some stress in one’s life, a person becomes healthier.
Ask: What are things that cause stress in your life? [write responses on board placing in two columns—good stress/bad stress]
There are two types of stress. Eustress is good stress and can make your life more enjoyable.
Eustress may help you do well on an exam or perform well in a school play. Eustress motivates one to perform at their best and reach goals.
Lesson 9: Relax: Just the facts
Distress is bad stress. Distress can have a negative impact on your physical health. You might develop a headache as a result of arguing with a friend or feeling nauseous before speaking in public. Managing how you react to stressors, events that cause stress, is benefi cial to your health.
Teaching Concepts 2Stressors can vary from everyday hassles, like missing the bus or forgetting your homework, to serious personal problems, like parents getting a divorce or a loved one suffering from an illness. We all respond to stress differently. For example, you may fi nd that performing in the school play is exciting and enjoyable while your best friend may be overly anxious and suffer from stage fright. In addition to the list on the board, other causes of stress include • Taking an exam • Joining a club or group • Moving to a new school • Worrying about acne • Being sick or hurt • Losing a family member • Losing a pet • Parents divorce • Using alcohol or other drugs • Getting in trouble at school • Arguing with a friend or family member • Participating in sports • Worrying about weight or body image • Forgetting to turn in a school project or homework • Being late for school
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Lesson 9: Relax: Just the facts
Teaching Concepts 3 There are many physical cues or symptoms that emerge as one experiences stress. When a person is under a great deal of stress the body responds as if it were in danger by preparing to fi ght it or run from it. We refer to this response as the Fight-or-Flight Syndrome. As your body prepares to react to stress a hormone, adrenaline, is released to give your body an energy boost and help you fi ght or run. Some physical responses to this reaction include redness in the face, goose bumps, tight muscles, clenched fi sts and sweating.
This adrenaline boost can only last for a short while. As a result, too much stress can lead to negative physical problems. Chronic or long-term stressors can lead to headaches, stomachaches, fatigue, depression and even hypertension. When your body is constantly responding to a stressor it can become exhausted. Exhaustion can lessen your body’s ability to fi ght off infections. This is why some people get sick after they experience chronic stressors. Some causes of death that have been linked to exposure to chronic stressors include cancer, heart disease, suicide and accidents.
Teaching Concepts 4 Because long-term or over exposure to stressors can lead to health problems, it is essential to learn to manage your stress.
Some examples of effective ways to manage stress include: • Be physically active — walking, riding a bike, playing a game, etc. Physical activity increases various chemicals in the brain, which can increase mood and lessen anxiety, which can reduce
stress levels. • Time-management skills — use your time wisely, balance your schedule, plan By planning and using your time wisely you can avoid some daily hassles such as missing the bus or completing a project on time. • Communicate your feelings — tell a parent, sibling, friend, or trusted adult how you feel Like the balloon demonstration, holding in stressors can lead to a person “popping” or becoming easily irritated, agitated,
or respond inappropriately such as fi ghting. Talking with a trusted person about your stressors and emotions can help to release stress.
• Laugh — keep seeing the funny side of things Laughter alleviates stress by releasing chemicals in the brain to alleviate mood and pleasure as well as boost the immune system. • Relaxation techniques — practice deep breathing, relax your muscles, close your eyes and visualize a warm, happy place Taking time to focus on you and visualize positive experiences can help alleviate mood, relax muscles and reduce tension. • Get plenty of sleep — try to get 8 hours of sleep each night Getting a rested, full night’s sleep helps the body to recover from the previous day and recharge for the next day.
Teaching Concepts 5 As we get older we experience greater responsibilities. These added responsibilities along with physical, emotional and social
changes can increase stress levels. The stressors that adolescents experience are different in many ways than the stressors affecting adults.
• Assign Activity: Interview a parent or guardian regarding their 3 greatest stressors and how he/she manages each stressor. Next, identify your 3 greatest stressors and how you manage each stressor. Compare and contrast the results. How are they similar? How are they different? How can you help others manage stress? How can others help you manage stress?
Assessment/Check for Understanding: Teach Teaching Concepts Ask if they have questions Evaluate activity for examples of stress, effective stress management techniques and comparison/contrast of stressors and management strategies
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lesson 9:Relax: Just the facts
Stress: What is it? Stress is your body’s response to changes around you. As you gain more responsibility, develop new relationships and mature physically, socially and cognitively you may experience stress. Stress is a normal part of life; however, it is important to be able to manage your stress.
There are two types of stress. Eustress — is good stress and can make your life more enjoyable. Eustress may help you do well on an exam or perform well in a school play. Eustress motivates one to perform at their best and reach goals.
Distress — is bad stress. Distress can have a negative impact on your physical health. You might develop a headache as a result of arguing with a friend or feeling nauseous before speaking in public. Managing how you react to stressors, events that cause stress, is benefi cial to your health.
Stress: What causes it?What things cause stress in your life? Stressors can vary from everyday hassles, like missing the bus or forgetting your homework, to serious personal problems, like parents getting a divorce or a loved one suffering from an illness. We all respond to stress differently. For example, you may fi nd that performing in the school play is exciting and enjoyable while your best friend may be overly anxious and suffer from stage fright.
Common Stressors Include: • Taking an exam • Joining a club or group • Moving to a new school• Worrying about acne • Being sick or hurt • Losing a family member• Losing a pet • Parents divorce • Using alcohol or other drugs• Getting in trouble at school • Arguing with a friend or family member • Participating in sports• Worrying about weight or body image • Forgetting to turn in a school project or homework • Being late for school
Lesson Review Sheet − Student Workbook p. 46
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Stress: How we respond to it.There are many physical cues or symptoms that emerge as one experiences stress. When a person is under a great deal of stress the body responds as if it were in danger by preparing to fi ght it or run from it. We refer to this response as the Fight-or-Flight Syndrome. As your body prepares to react to stress a hormone, adrenaline, is released to give your body an energy boost and help you fi ght or run. Some physical responses to this reaction include redness in the face, goose bumps, tight muscles, clenched fi sts and sweating.
This adrenaline boost can only last for a short while so too much stress can lead to negative physical problems. Chronic or long-term stressors can lead to headaches, stomachaches, fatigue, depression and even hypertension. When your body is constantly responding to a stressor it can become exhausted. Exhaustion can lessen your body’s ability to fi ght off infections. This is why some people get sick after they experience chronic stressors.
Stress: How to manage it.Because long-term or over exposure to stressors can lead to health problems, it is essential to learn to manage your stress. Some examples of effective ways to manage stress include:
• Be physically active — walking, riding a bike, playing a ball game, etc.
• Time-management skills — use your time wisely, balance your schedule, plan
• Communicate your feelings — tell a parent, sibling, friend, or trusted adult how your feel
• Laugh — keep seeing the funny side of things
• Relaxation techniques — practice deep breathing, relax your muscles, close your eyes and visualize a warm, happy place
• Get plenty of sleep — try to get 8 hours of sleep each night
Activity:Interview a parent or guardian regarding their 3 greatest stressors and how he/she manages each stressor. Next, identify your 3 greatest stressors and how you manage each stressor. Compare and contrast the results. How are they similar? How are they different? How can you help others manage stress? How can others help you manage stress?
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Lección No 9: Relájese: Solamente
los datos
El estrés: ¿Que es?El estrés es el modo que el cuerpo responde a los cambios ambientales. Como uno va aceptando mas responsabilidades, formando mas relaciones personales, y madurando físicamente, socialmente y mentalmente uno puede sentir el estrés. El estrés es una parte normal de la vida, sin embargo, es importante saber como manejar el estrés.
Hay dos tipos del estrésLa eustres es un estrés benefi cioso y puede hacer la vida más agradable. La eustres puede ayudarle a uno tener éxito en un examen o lucir bien en un papel dramático escolar. La eustres motiva uno que actué en la mejor forma y cumplir metas.
La ansiedad es el estrés malo. La ansiedad puede tener un impacto negativo en la salud de uno. Uno puede sentir un dolor de cabeza después de una discusión con una amistad o uno puede sentir nausea antes que uno haga una presentación al publico. Manejando la reacción a los eventos que contribuyen al estrés es algo benefi cioso para su salud.
El estrés: ¿Qué es la causa?¿Qué son las cosas que causan estrés en tu vida? Los factores que causan estrés son variados, como perder el autobús o olvidando las tareas de escuela en casa, al nivel de problemas mas serios, como los padres empezando el divorcio o una persona amada que sufre de una enfermedad. Todos respondemos al estrés en modos diferentes. Por ejemplo, tu puedes gozar la oportunidad de hacer un papel dramático en el teatro de la escuela, mientras tu mejor amistad sintiera temor a presentarse ante una audiencia publica.
Unos factores comunes que causan estrés son: • Tomar pruebas escolares • Hacerse socio de un grupo o club • Entrando a una escuela nueva• Preocupándose por la acné • Sintiéndose enfermo o lesionado • Perdiendo un miembro de la familia• Perdiendo un mascota • Divorcio de los padres • El uso del alcohol o otras drogas• Entrando en problemas en la escuela • Confl ictos con un amigo o familiar • Participando en deportes• Preocupándose del peso o apariencia • Olvidando una tarea o reporte para la escuela • Llegando tarde a la escuela
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El estrés: Como respondimos a ello.Hay muchas indicaciones físicas o síntomas que aparecen cuando una persona esta sintiendo el estrés. Cuando una persona esta sujeta a un nivel alto de estrés, el cuerpo responde como si estuviera en peligro y se prepara a pelear o correr. Nosotros referimos a esto como la Síndrome de Pelear o Correr. En cuanto el cuerpo se prepara a reaccionar al factor causando el estrés, una hormona llamada adrenalina se introduce a la circulación, causando un aumento en la energía para pelear o correr. Algunas indicaciones físicas al esta reacción incluyen, la sangre subida a la cara, la sensación de “carne de gallina,” músculos duros, puños cerrados, y sudor.
Este aumento en la adrenalina solamente dura un tiempo corto, así que demasiado estrés puede causar problemas físicos negativos. Factores que causan el estrés y tienen carácter crónico o de largo plazo pueden causar dolores de cabeza, dolores de estomago, cansancio, depresión, y hasta hipertensión. Cuando el cuerpo esta reaccionando constantemente a un factor que causa estrés se agota drásticamente. El cansancio del cuerpo disminuye las fuerzas para defenderse contra las infecciones. Esta es la razón por que algunas personas se enferman después de sufrir un estrés crónico.
El estrés: Como manejarlo.Porque la exposición a los elementos del estrés por un largo plazo puede resultar en problemas de salud, es importante aprender como manejar el estrés. Algunos ejemplos de modos efectivos para manejar el estrés incluyen: • La actividad física—caminando, paseando por bicicleta, jugando un deporte, etc. • Destrezas en manejar el tiempo—usa el tiempo con juicio, balancea tu horario diario, planear • Comunica tus sentimientos—coméntale a un padre, hermano, hermana, amigo, amiga, o un adulto en quien confías, lo que sientes • Sonríe—busca el lado chistoso de las cosas • Técnicas para relajarse—practica respirar hondo, relajar los músculos, cerrar los ojos e imaginarse un lugar calentito y contento • Duerme sufi ciente—trata de obtener 8 horas de sueño cada noche
Actividad:Haga una entrevista con su padre o guardián. Pregúntale cuáles son los 3 elementos del estrés que los afectan más y cómo los maneja. Identifi ca los 3 elementos del estrés que más te afectan y cómo los manejas. Has una comparación y contraste de los resultados. ¿Qué semejanza hay entre los elementos del estrés y los modos de manejarlos? ¿Cómo son diferentes? ¿Cómo puedes ayudarle a otros manejar sus elementos de estrés? ¿Cómo pueden otros ayudarte manejar tus elementos de estrés?
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Health TEKS:11(B) Personal/Interpersonal Skills: The student understands, analyzes and applies healthy ways to communicate consideration and respect for self, family, friends and others. The student is expected to demonstrate strategies for coping with problems and stress. 12(F) Personal/Interpersonal Skills: The student analyzes information and applies critical-thinking, decision-making, goal-setting and problem-solving skills for making health-promoting decisions. The student is expected to develop strategies for setting long-term personal and vocational goals.12(G) Personal/Interpersonal Skills: The student analyzes information and applies critical-thinking, decision-making, goal-setting and problem-solving skills for making health-promoting decisions. The student is expected to demonstrate time-management skills.
National Health Education Standards:1.7 Students will comprehend concepts related to health promotion and disease prevention to enhance health — describe the benefi ts
of and barriers to practicing healthy behaviors.6.1 Students will demonstrate the ability to use goal-setting skills to enhance health — assess personal health practices.6.2 Students will demonstrate the ability to use goal-setting skills to enhance health — develop a goal to adopt, maintain, or improve a
personal health practice.6.3 Students will demonstrate the ability to use goal-setting skills to enhance health — apply strategies and skills needed to attain a
personal health goal.7.2 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks — demonstrate
healthy practices and behaviors that will maintain or improve the health of self and others.
Objectives: Upon completion of this activity students will: 1. Distinguish between long-term and short-term goals 2. Discuss the benefi ts of goal setting 3. Set and attain a long-term goal and series of short-term goals 4. Apply stress management skills to aid in goal attainment 5. Apply time management skills to aid in goal attainment
Lesson Summary:Students will discuss the benefi ts of goal setting and distinguish between long-term and short-term goals. Students will create a goal-setting plan and take steps to reach the desired long-term goal. Students will also apply stress management and time management skills to aid in the attainment of specifi c goals.
Materials:Student workbook pg. 50
Procedures: Before beginning this lesson state: “Goal setting is key to being successful. Goal setting can help you use time wisely, manage stress, increase self-confi dence and gain peer/family respect. Today we will complete a goal-setting plan and discuss how time and stress management skills can assist in goal attainment.”
• Distribute student workbooks • Teach Teaching Concepts • Complete goal-setting plan
Lesson 10:don’t stress, success!
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Teaching Concepts 1Goals give you a direction in which to pattern your decisions and behaviors. A goal is one way to measure your achievement. Some goals are easy to achieve while others are more diffi cult. For example, an easy goal to achieve is keeping your room clean. An example of a more diffi cult goal is making all A’s on your report card. When determining whether a goal is easy or diffi cult it is important to recognize your own strengths and weaknesses. When you choose a goal to set it is very important that your goal be attainable. Your goal should not be so easy that you did not have to put forth any effort; however, you should be able to reach your goal within a set time period so that you may not get discouraged and quit.
Teaching Concepts 2There are many benefi ts to setting and reaching goals. For example, your self-confi dence may become enhanced when you reach your goal. You may gain positive recognition and attention from others by striving and attaining your goals. Your health, grades and time-management skills may improve by sticking to your goal plan.
Teaching Concepts 3Goals that you plan to reach over an extended period of time such as many months to a year or longer are considered long-term goals. For example, a long-term goal might be to make all A’s for the entire school year or making the varsity squad of a basketball team.
Goals that you can reach in a short period of time, such as each day or in a few weeks, are considered short-term goals. For example, a short-term goal might be studying for 1 hour each day after school or attending basketball practice. Setting and attaining a series of short-term goals can help you to reach your long-term goals.
Teaching Concepts 4Stressors can hinder your attainment of goals if you are unable to manage your stress. Goal setting helps you use your time wisely by setting priorities and balancing your schedule. By managing your time wisely you can avoid certain stressors like taking on too many tasks at once and alleviate certain stressors by setting aside time just for you.
Ask: What activities can you do daily to alleviate stress and help you reach your goals?
[engage in daily physical activity, relaxation techniques, manage time wisely, get plenty of sleep, etc.]
Ask: How can you manage your time wisely to alleviate stress and help you reach your goals?
[set priorities, plan out daily activities, learn to say no, don’t take on too many tasks, etc.]
Teaching Concepts 5 There are a series of steps that you can take to help you reach your goals. They are:• Set a specifi c attainable goal and write it down• List the steps that you will take to reach that goal• Request help from others such as family members, peers, and other adults for support• Evaluate your progress periodically• Once you have reached your goal, reward yourself
Assessment/Check for Understanding: Review Teaching Concepts Ask questions and expand on discussions as needed Allow students plenty of time to develop a goal-setting plan Review each plan for attainability, long-term and short-term goals, identifi ed support person, evaluation process, a reward system, stress-management and time-management skills
Lesson 10: don’t stress, success!
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What are goals and why set them?Goals help you identify what you want. By setting goals, you are working toward something that you want to accomplish. Setting goals can help you in many ways. Goal setting enhances self-discipline, time management and stress management skills.
The benefits of goal-setting:Goal setting helps you use your time wisely by setting priorities and balancing your schedule. By managing your time wisely you can avoid certain stressors like taking on too many tasks at once and alleviate certain stressors by setting aside time just for you. Likewise, by setting and reaching goals you may receive positive attention from peers and family members. Reaching goals can increase self-confi dence and self-esteem.
Types of Goals:A long-term goal is a goal that you plan to reach over an extended period of time such as several months to a year or longer. What are
two examples of long-term goals? ____________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
A short-term goal is a goal that you can reach in a shorter period of time such as a day or a week. Setting and accomplishing short-term
goals can help you to reach your long-term goals. What are two examples of short-term goals? _______________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
The influence of stress:Stressors can hinder your attainment of goals if you are unable to manage your stress. List an example: _________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
What are ways to manage stress that help you attain a goal? _________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
How can time management alleviate stress and help your attain your goals? ______________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Lesson 10:don’t stress, success!
Lesson Review Sheet − Student Workbook p. 50
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Qué son metas y por qué hay que formarlas?Las metas son lo que ayuda uno identifi car lo que quiere. Por el hecho de formar metas esta trabajando para realizar lo que uno quiere cumplir. Formando metas puede ayudarle a uno en varios modos. La práctica de formar metas aumenta la capacidad hacia la auto-disciplina, el manejo efectivo del tiempo, y el control del estrés.
Los beneficios de formar metas:
La practica de formar metas te ayuda usar el tiempo efectivamente por la necesidad de sentar prioridades y balancear el horario propio. Por el hecho de manejar el tiempo efectivamente, uno puede evitar algunos factores que contribuyen al estrés, como imponerse muchas tareas encima y al mismo tiempo puede aliviar otros factores por el hecho de hacer tiempo para ti. Similarmente, sentando el ejemplo de formar y cumplir metas puede ser causa de admiración por los familiares y compañeros de clase. Cumpliendo las metas que uno forma es causa de la confi anza propia y la auto-estimación.
Clases de metas:Una meta de largo plazo es una meta que uno piensa cumplir dentro de un período extendido, como algunos meses o un
año o más tiempo. ¿Cuál son dos ejemplos de una meta de largo plazo? _________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________Una meta de corto plazo es una meta que uno piensa cumplir dentro un período corto, como un día o una semana.
Formando y cumpliendo metas de corto plazo ayuda uno cumplir sus metas de largo plazo. ¿Cuál son dos ejemplos de metas de corto plazo? ______
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La influencia del estrés:Los factores que contribuyen al estrés pueden ser obstáculos al cumplimiento de las metas personales. Liste un ejemplo: _____________________
_____________________________________________________________________________________________________________
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¿Cuál son unos modos que uno puede manejar el estrés y al mismo tiempo cumplir las metas personales? _______________________________
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¿Cómo se pueden utilizar los métodos de manejar el tiempo para aliviar el estrés y cumplir las metas personales? __________________________
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Lección No 10: ¡No Preocuparse, éxito!
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steps to achieving a goalBelow are steps that can help you reach your goals:
Set a specific attainable goal and write it down.
List the steps that you will take to reach that goal.
Request help from others such as family members, peers and other adults for support.
Give yourself a certain period of time to reach your goal.
Evaluate your progress periodically.
Once you have reached your goal, reward yourself.
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Los pasos para cumplir una meta:
Abajo hay unos pasos que ayudan a uno cumplir las metas personales:
Decídase acerca una meta práctica y póngala por escrito.
Apunte los pasos que va a tomar para llegar a la meta.
Busque ayuda de otras personas como familiares, amistades o otros adultos para que apoyen a uno.
Evalué su progreso periódicamente.
Dese un cierto perÍodo de tiempo de alcanzar su meta.
Ya que cumplió su meta, regálese un premio.
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Lesson 10:don’t stress, success!
Directions: Using the Steps to Achieving a Goal, complete the goal-setting plan below. Make sure to choose a goal that is attainable.
Long-term goal: __________________________________________________________________________________________________
_____________________________________________________________________________________________________________
In order to achieve my long-term goal, I will take the following steps (short-term goals): _____________________________________________
_____________________________________________________________________________________________________________
When I need assistance, I will seek help and support from ______________________ by __________________________________________
_____________________________________________________________________________________________________________
Each _______________ I will check my progress and make adjustments as needed to help me reach my long-term goal.
Once I reach my long-term goal, I will reward myself by ____________________________________________________________________
_____________________________________________________________________________________________________________
Stress/Time Management Skills:
I will engage in the following activities daily to alleviate stressors in order to help me achieve my goals. I will manage my time wisely in order to
alleviate stressors and help me achieve my goals by: _______________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
______________________________________________
Lesson Review Sheet − Student Workbook p. 54
78
Lección No 10: ¡No Preocuparse, éxito!
Instrucciones: Utilizando los Pasos para Cumplir la Meta abajo, prepare su proyecto personal. Asegúrese de seleccionar una meta alcanzable.
Meta de largo plazo: ______________________________________________________________________________________________
_____________________________________________________________________________________________________________
Para cumplir mi meta de largo plazo, yo voy a tomar los siguientes pasos (o sea, metas de corto plazo.): _________________________________
_____________________________________________________________________________________________________________
Cuando necesite ayuda, voy a buscarla de ______________________ para ___________________________________________________
_____________________________________________________________________________________________________________
Cada _______________ voy a comprobar mi progreso y haré ajustes como sea necesario para ayudarme cumplir mi meta de largo plazo.
Cuando llegue a mi meta de largo plazo, yo voy a gratifi carme con _____________________________________________________________
_____________________________________________________________________________________________________________
Las destrezas para manejar el tiempo y el estrés:
Yo voy a comprometerme a las siguientes actividades cada día para aliviar los factores que contribuyen al estrés. __________________________
_____________________________________________________________________________________________________________
Yo voy a manejar mi tiempo con juicio para aliviar los factores que contribuyen al estrés y ayudarme cumplir mis metas por: __________________
_____________________________________________________________________________________________________________
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Health TEKS:3 Health Information: The student comprehends and utilizes concepts relating to health promotion and disease prevention throughout the life span.
National Health Education Standards:1.1 Students will comprehend concepts related to health promotion and disease prevention to enhance health — analyze the
relationship between healthy behaviors and personal health.
Objectives: After completion of this activity, the student will: 1. Demonstrate knowledge of the defi nitions of communicable and non-communicable disease concepts. 2. Demonstrate knowledge of health related terms associated with disease. 3. Differentiate among the four types of vegetarians.
Lesson Summary: Students will create defi nitions for each health concept and place that defi nition on an index card. Students will play Healthy
Bingo using the defi nitions as clues for each word.
Materials:Student workbook pg. 56 with Healthy Bingo cardIndex cardsCard markers
Procedures: To begin this lesson state: “Today we will review health related terms associated with disease and vegetarian dietary behaviors. To begin we
need to create a universal defi nition for each word. You may use the defi nitions from the Vocabulary Charades lesson to help you create your defi nition(s). Once we have created a defi nition for each term we will play Healthy Bingo and use the defi nitions as clues in our game.”
• Distribute Student Workbooks • Have students locate and review the Vocabulary Charades lesson • Review the Teaching Concept • Follow the Lesson Format • Play Healthy Bingo • Extension Activity
lesson 11:healthy bingo
80
Lesson 11: healthy bingo
Teaching Concept 1The students will need to work in pairs to create a universal defi nition of an assigned health term from the vocabulary list. The students may use the Vocabulary Charades lesson to create the defi nition. Assign each pair one word to defi ne and place that defi nition on an index card. Below are sample defi nitions of each term:
• Osteoporosis — a condition affecting especially older women that is characterized by weak bones which areeasily broken. • Cancer — a disease that happens when the body makes cells that are not normal. These cells grow very quickly to take over the normal cells. • Anemia — fewer red blood cells than normal, which can make people feel tired because not enough oxygen is getting to their bodies’ cells. • Stress — a physical, chemical or emotional factor that causes bodily or mental tension, and may be involved in causing some diseases. • Body image — how you see yourself when you look in the mirror or picture yourself in your mind. • Kidney disease — can cause waste to build to high levels in your blood and make you feel sick. You may develop complications like high blood
pressure, anemia (low blood count), weak bones, poor nutritional health and nerve damage. • Hypertension — a condition in which a person’s blood pressure remains at higher than normal levels. • Ketoacidosis — a condition that can happen to people with diabetes, occurs when the body uses fat instead of glucose for fuel. When fat is broken
down, chemicals called ketones are produced. They get into a person’s blood and urine (pee). High levels of ketones cause the blood to become more acidic.
• Cardiovascular disease — any disorder that affects the heart’s ability to function normally. • Type 2 diabetes — a condition where the body can’t respond normally to the insulin that is made by the pancreas. • Retinopathy — a condition affecting the back lining of the eye usually associated with diabetes. • Osteoarthritis — the most common joint disorder and chronic disease that causes the cushioning (cartilage) between the bone joints to wear away,
leading to pain and stiffness. • Lacto-vegetarian — one who eats dairy products but no eggs or meat products. • Lacto-ovo-vegetarian — one who eats dairy products and eggs but no meat products. • Vegan — one who doesn’t eat any products of animal origin. • Partial vegetarian — one who chooses to reduce his/her meat intake instead of eliminating meat from the diet altogether.
Teaching Concept 2Not only is it important to be able to defi ne a set of words, but to better help one understand the meaning it is best to use the defi nition of a word to create an original sentence. For example: One can reduce their risk of developing osteoporosis by eating foods rich in calcium and vitamin D on a daily basis. As an extension activity, the class will create an original sentence for each vocabulary word using the information accessed from the Web sites.
Lesson Format: After the defi nitions have been created, read each term and defi nition aloud to the class to check for accuracy. Next, have the students create their own Healthy Bingo card by randomly placing the terms on the card provided in the student workbook. Remind the students to only place one word per card. Shuffl e the defi nition index cards. Review the rules of BINGO: the fi rst person to fi ll in a row, column or diagonal and shout out Healthy Bingo is the winner.
Assessment/Check for Understanding: Read directions aloud Ask if they have questions Allow time to create defi nition cards while you help as needed Review game rules and ask for questions Play game Review extension activity
81
lesson 11:healthy bingo
Directions: Randomly place the following words on the card below. Make sure to place one word per square.
osteoporosis anemia cancer stress osteoarthritis Type 2 diabetes hypertension ketoacidosis retinopathy cardiovascular disease vegan partial vegetarian lacto-ovo-vegetarian lacto-vegetarian kidney disease body image
Remember: The fi rst person to fi ll in a row, column, or diagonal and shout BINGO wins!
GOOD LUCK!!!Extension Activity: On a separate sheet of paper create an original sentence using each word from the list above.
Lesson Review Sheet − Student Workbook p. 56
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Lección No 11: La Lotería Saludable
Instrucciones: Escriba las siguientes palabras a suerte en el cuadrado abajo. Asegúrese de escribir solamente una palabra o frase en cada cuadro.
osteoporosis anemia cáncer estrésosteoartritis diabetes tipo 2 hipertensión ketoacidosisretinopatía enfermedad cardiovascular vegan vegetariano parcial vegetariano lacto-ovo vegetariano lacto enfermedad de riñones el auto-imagen
Recuerde: ¡La primer persona que llene una fi la, columna, o diagonal con un frase completo y grite Lotería será el ganador!
Buena Suerte!!!Actividad de Extensión:
En una hoja de papel aparte, escriba una frase original usando las palabras de la lista arriba.
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Health TEKS: 1(A) Health Information: The student comprehends ways to enhance and maintain personal health throughout the life span. The student is expected to analyze the interrelationships of physical, mental and social health. 1(C) Health Information: The student comprehends ways to enhance and maintain personal health throughout the life span. The student is expected to identify and describe lifetime strategies for prevention and early identifi cation of disorders. 3(B) Health Information: The student comprehends and utilizes concepts relating to health promotion and disease prevention throughout the life span. The student is expected to analyze risks for contracting specifi c diseases based on pathogenic, genetic, age, cultural, environmental and behavioral factors. 4(C) Health Information: The student knows how to research, access, analyze and use health information. The student is expected to demonstrate ways to use health information to help self and others.
Reading/Language Arts TEKS: 15(B) Writing/Purposes: The student writes for a variety of audiences and purposes and in a variety of forms. The student is expected to write to infl uence such as to persuade, argue and request.
National Health Education Standards:3.1 Students will demonstrate the ability to use interpersonal communication skills to enhance health–analyze the validity of health
information, products and services.7.1 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks — explain the importance of assuming responsibility for personal health behaviors.8.1 Students will demonstrate the ability to advocate for personal, family, and community health — state a health-enhancing position on a topic and support it with accurate information.
Objectives: After completion of this activity, students will 1. Cite three reasons to engage in a health promoting activity 2. Effectively communicate the importance of engaging in health enhancing strategies 3. Demonstrate knowledge in writing a persuasive essay
Lesson Summary: Students will choose one of three writing prompts and write a 5 paragraph persuasive essay targeting a peer. Students will develop three reasons of support as well as an introduction and conclusion paragraph.
Materials:Student workbook, pg. 58
Procedures: To begin the lesson, state the following: “Today we will try to persuade a peer to adopt a healthy habit. After choosing a prompt we will brainstorm as a group reasons why one should adopt this behavior. The fi nal product will be a 5 paragraph persuasive essay.”
• Distribute student workbooks • Provide students with the writing prompts. • Brainstorm for support reasons for each prompt and write them on the board for students to review. • Review the student workbook essay outline. • Upon completion of the outline have students review each other’s work and make suggestions. • Finally, each student will use his/her outline to create a fi nal draft of the persuasive essay.
lesson 12:inspiring individuals
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Lesson 12: inspiring individuals
Teaching Concepts 1Adopting positive habits such as setting goals, learning your family health history and practicing stress management techniques can vastly improve your social, mental and physical health. Review the writing prompts and choose one to persuade a peer to adopt.
Teaching Concepts 2Writing a persuasive essay is not diffi cult if you follow an outline. Think back to the information we have learned this year in past lessons: goal-setting, family health history and stress management. Review what we have learned thus far will help us in persuading others to adopt healthy behaviors.
Let’s look at Prompt A: Persuade a peer to establish goal-setting practices. What are some reasons to support adopting this behavior each day? What do we know about the benefi ts of setting short-term goals, setting long-term goals, and attaining those goals? [Write student responses on board: examples: increase in self-confi dence; increase in self-esteem; gain peer and family acceptance, positive attention and respect; assist in reaching more long-term or other goals; reduce stress; etc.]
Prompt B: Persuade a peer to learn his/her family health history.What are some reasons to support adopting this behavior? What do we know about the benefi ts of learning your family health history? [Write student responses on board: examples: overall disease prevention; change personal and family practices accordingly; reduce chances of developing genetically predisposing diseases; monitor health accordingly such as getting screenings earlier; etc.]
Prompt C: Persuade a peer to practice stress management techniques. What are reasons to support this behavior? What are the benefi ts of engaging in this behavior? [Write student responses on board: examples: prevent illness/disease; better time management, reduce daily hassles, enhance mood, etc.]
Teaching Concepts 3An introductory paragraph contains a sentence stating your position. For example, Goal-setting is essential to successful and healthy living. Within the next sentence you should list three reasons to support the fi rst sentence. For example, Goal-setting can increase your self-confi dence and self-esteem, assist you in reaching other goals and alleviate stress.
Teaching Concepts 4Your three middle paragraphs are detailed discussions of your three support reasons. For example, within the fi rst support paragraph you would describe how goal-setting might increase self-confi dence and self-esteem. Within the second support paragraph you would discuss how goal-setting helps you to reach additional goals. Lastly, within the third support paragraph you would describe how goal-setting could alleviate stress levels.
Teaching Concepts 5A conclusion paragraph contains at least 2 sentences restating your position and reasons for support. For example, Goal-setting has many benefi ts. You feel better about yourself when you set and reach goals. You can take steps closer to attaining additional and more long-term goals. Lastly, you can reduce stress levels in your life. Make it a goal to begin setting goals!!!
Assessment/Check for Understanding: Provide students with the lesson directions and student workbook essay outline Ask if they have questions Allow time for brainstorming of support statements Review the essay outlines Review the fi nal draft of essay
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introduction paragraphCreate a topic sentence stating your position
State three reasons to support your position
lesson 12:inspiring individuals
Conclusion ParagraphClearly restate the topic and your reasons for support
Remember this is your last chance to convince the reader to accept your position
Choose one of the following topics:A) Persuade a peer to establish goal-setting practices.B) Persuade a peer to learn his/her family health history.C) Persuade a peer to practice stress management techniques.
Steps to writing a persuasive essay:
Support Paragraph 1Discuss in detail your fi rstsupport reason
Provide specifi c examplesand information
Support Paragraph 2Discuss in detail your secondsupport reason
Provide specifi c examplesand information
Support Paragraph 3Discuss in detail your thirdsupport reason
Provide specifi c examplesand information
Lesson Review Sheet − Student Workbook p. 58
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Lección No 12: Inspirando a Individuos
Seleccione uno de los siguientes tópicos: A) Persuadir a un compañero o compañera que empiece una practica de
sentar metas.B) Persuadir a un compañero o compañera a conocer la historia de la salud
en su familia.C) Persuadir a un compañero o compañera que practique métodos para
controlar el estrés.
Los pasos para escribir un ensayo de persuasión:
Párrafo introductoriaPrepare la oración al tópico declarando tu posición
Declara tres razones por que soportar tu posición
El párrafo de conclusiónClaramente declare el tópico de nuevo y las razones por soportarlo
Recuerda, esta es la ultima oportunidad para convencer el lector que acepte tu posición
Apoye el primer párrafo
Discutir en detalle la primera razón por soportar la posición
Ofrecer ejemplos específi cos y información
Apoye el segundo párrafo
Discutir en detalle la segunda razón por soportar la posición
Ofrecer ejemplos específi cos y información
Apoye el tercer párrafo
Discutir en detalle la tercera razón por soportar la posición
Ofrecer ejemplos específi cos y información
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Essay Outline
Topic Sentence: _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________
Reasons of Support:1. ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________2. ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________3. ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________
Examples for Support Statements:Support Statement 1:
_____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________
Support Statement 2: _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________
Support Statement 3: _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________
Conclusion Statement: _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________
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Organización del ensayo
Declaración del tópico: _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________
Razones por soportar la posición:1. ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________2. ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________3. ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________
Ejemplos de declaraciones favorables:Declaración favorable 1:
_____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________
Declaración favorable 2: _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________
Declaración favorable 3: _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________
Párrafo en conclusion: _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________
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