Lesson #1: Health and Wellness

I. Objectives: Students will be able to explain the integrated connections between health and wellness; explain the physical, social, mental, emotional, environmental and spiritual “Dimensions of Health” behaviors; and explain the Continuum of Wellness to Illness. They will also apply decision-making skills with regard to behavior.

II. Materials:

1. Blank flipchart paper or a chalkboard

2. United States Health and Human Services- Health Styles: Self Test (follows lesson plan)

3. Flipchart: “Continuum from Wellness to Illness” (for activity 4)

4. Flipchart: “A healthy lifestyle is…” (for activity 7)

III. Procedure:

1. Warm-up:

· Brainstorm with students on paper: What do you believe makes up your health? How is health different from wellness? (Health is the daily process of trying to achieve your individual body, mind, and spiritual potential. Wellness is the achievement of the highest level of health for you.)

2. Lecture/Discussion on “Dimensions of Health” Model:

· Physical Health: Characteristics of the body- its size, shape, sensory acuity, susceptibility to disease and disorders, body function, physical fitness, and immune system.

· Social Health: Ability to haves satisfying interpersonal relationships; interactions with others, and the ability to adapt to various social situations.

· Mental Health: Ability to learn, to be flexible in thought, to grow from past experiences and to use your intellectual capabilities.

· Emotional Health: Ability to give a voice to your emotions when appropriate, and to understand your own feelings of self-esteem, self- confidence, trust, love, and many other emotional reactions and responses.

· Environmental Health: An appreciation of your external environment and the roles people play in preserving, protecting, and improving environmental conditions whenever possible (no littering or spitting!).

· Spiritual Health: Involves a certain way of living and showing your attitudes and appreciation for life through your values and behavior; it is an understanding of the meaning and quality of life, and your respect for all living things.

3. Exercise: Complete the USIIHS- Health Style: Self Test

4. Show flipchart: Continuum from Wellness to Illness:

· Optimum Wellness

· Good Health

· Average Health

· Midpoint

· Sign of Illness (most people function here!!)

· Symptoms of Illness

· Reversible

· Irreversible

· Premature Death

5. The Holistic (healthy) approach includes the body, mind, and spirit:

BODY

MIND SPIRIT

· All parts are very important for the entire wellness cycle to continue.

· These parts vary from day to day. We should try to refresh and renew each daily. Be flexible and adapt to daily “road blocks.” Focus on the positive, and change the negative aspects of the day when possible: “Your glass should be half full, and not just half empty.” Don't keep “beating yourself up” about something that happened in the past. Ask forgiveness and forgive when possible. Let it go. Recognize what you cannot change. Achieve a balance in your life between your own capabilities and self- expectations. Admit to your own limitations. It is okay to have them. We all do!

6. Exercise:

· Ask your class whether the following people are healthy, and why they think so.

- A person with a physical handicap/disability?

- Someone who is blind?

- Someone who exercises a lot?

- Someone who eats well?

- Someone who is deaf?

- Someone who wears glasses?

- Someone who is strong?

· Point out that it is how a person lives that determines if he or she is healthy: if a person exercises a lot, to the exclusion of forming friendships or attending his daughter's soccer/football game, then is that person really healthy? If a person is deaf, yet has many friends and participates in many experiences with them, then he or she may be more healthy than a person who spends hours in front of a mirror lifting weights to perfect his or her size and shape - yet is not in a good relationship, and has low environmental sensitivity, and is anxious about his or her appearance to others.

7. Summary: A Healthy Lifestyle is (show flipchart):

· Getting a good night's sleep (minimum 6-8 hours)

· Maintaining healthy eating habits (don't deny yourself food, use moderation)

· Maintaining a healthy body weight

· Participate in regular physical activities for fun and recreation with others

· Not smoking or chew tobacco

· Always practicing safer sexual behaviors

· Limiting your intake of alcohol

· Paying attention to changes in your body systems: digestive, respiratory, cardiovascular, reproductive, skin, etc. Notice any changes. Seek help.

· Controlling the real and imaginary stressor is in your life.

· Maintaining meaningful relationships with family and friends

· Putting yourself in your own appointment book-make time for yourself

· Respecting the environment, do not waste food or water

· Drinking lots of water/fluids every day

· Being kind to yourself, forgive others if necessary

· Learning from your experiences and mistakes. Admit your limitations.

· “Doing unto others as you would want others to do unto you.”

How Healthy Are You?

RATE YOURSELF

Although a majority of us recognize the importance of healthy behaviors, we are often negligent in maintaining a healthy lifestyle. Rate your health status in each of the following dimensions by circling the number that best describes you.

Somewhat Somewhat Very

Unhealthy Unhealthy Healthy Healthy

Physical Health 1 2 3 4

Social Health 1 2 3 4

Emotional Health 1 2 3 4

Environmental Health 1 2 3 4

Spiritual Health 1 2 3 4

Mental Health 1 2 3 4

Now answer the following set of questions regarding each dimension of health. Indicate how often you think the statements describe you. At the end, compare your answers to what your perception of your health was initially.

Physical Health

Environmental Health

Spiritual Health

Social Health

Emotional Health

Mental Health

Personal Checklist:

Now total your scores in each of the health dimensions and compare it to the ideal score. Which areas do you need to work on? How does your score compare with how you rated yourself in the first part of the questionnaire?

Ideal ScoreYour Score

Physical Health 40 _________

Social Health 40 _________

Emotional Health 40 _________

Environmental Health 40 _________

Spiritual Health 40 _________

Mental Health 40 _________

What Your Score Means:

Scores of 35 – 40: Outstanding! Your answers show that you are aware of the importance of this area to your health. You are practicing good health habits. As long as you continue to do so, this area should not pose a serious health risk.

Scores of 30 – 35: Your health practices in this area are good, yet there is room for improvement. Look again at the items you answered that scored one or two points. What changes could you make to improve your score? Even a small change can often help you achieve better health.

Scores of 20 –30: Your health risks are showing! Perhaps you need help in deciding how to make the changes you desire. Ask your teacher and together you may be able to find a solution.

Scores below 20: You may be taking serious and unnecessary risks with your health. Perhaps you are not aware of the risks. Ask your teacher and together you may explore your behaviors and identify those that need to change.

Lesson #2: Nutrition

Some information adapted from PCV Kathy Hunter and the USDA’s The Dietary Guidelines for Americans 2005.

I. Objectives: Students will examine factors that influence dietary decisions. They will understand how using the Food Guide Pyramid can help break bad eating habits, and how they can reduce their intake of fats, salt, and oil.

II. Materials:

1. Food Pyramid Chart

2. Blank flipchart paper

3. Vocabulary:

· Hunger: the feeling associated with the physiological need for food.

· Appetite: the desire to eat ‑ more often psychological than physiological.

· Diet: the food and nutrients you eat every day.

· Nutrition: the science behind the relationship between essential nutrients

and their function within the body.

· Nutrients: basic cellular structure of food that sustain the human body.

· Calorie: a unit of measurement that designates the amount of energy contained in particular food.

· Dehydration: the abnormal depletion of body fluids (water).

· Proteins: essential nutrient for the development and growth of cells.

· Carbohydrates: essential nutrient for supply of body energy for activity.

· Fiber: (roughage) essential for successful elimination of feces.

· Fats: essential nutrient for the function of cells, concentrated energy.

· Water: most important nutrient. Body may survive without food longer than without water.

III. Procedure:

1. Warm up:

· Ask class about their normal eating habits with regard to the type of food they eat when they’re hungry, versus what they “love to eat” or eat when they are unhappy.

2. Brainstorm

· With students, discuss: What are some examples of healthy foods? (you’ll get interesting answers!) What does it mean to eat healthy foods? Why do we need to eat “healthfully?”

3. Lecture/discussion:

· Show the food pyramid flipchart (the information is at the end of this lesson plan) and go through it with students. As you discuss, ask students to give examples of foods that fit into each of the food groups.

· With students, discuss the following additional information from The Dietary Guidelines for Americans 2005 (more up-to-date than just the food pyramid). You might find it helpful to present this either with flipcharts or a handout (if you have the resources to make copies).

PHYSICAL ACTIVITY

­ Engage in regular physical activity and reduce sedentary activities to promote health, psychological well-being, and a healthy body weight.

­ To reduce the risk of chronic disease in adulthood: engage in at least 30 minutes of moderate-intensity physical activity, above usual activity, at work or home on most days of the week.

­ For most people, greater health benefits can be obtained by engaging in physical activity of more vigorous intensity or longer duration.

­ To help manage body weight and prevent gradual, unhealthy body weight gain in adulthood: Engage in approximately 60 minutes of moderate- to vigorous-intensity activity on most days of the week while not exceeding caloric intake requirements.

­ To sustain weight loss in adulthood: Participate in at least 60 to 90 minutes of daily moderate-intensity physical activity while not exceeding caloric intake requirements. Some people may need to consult with a healthcare provider before participating in this level of activity.

­ Achieve physical fitness by including cardiovascular conditioning, stretching exercises for flexibility, and resistance exercises or calisthenics for muscle strength and endurance.

FOOD GROUPS TO ENCOURAGE

­ Consume a sufficient amount of fruits and vegetables while staying within energy needs. Two cups of fruit and 2 cups of vegetables per day are recommended for a reference 2,000-calorie intake, with higher or lower amounts depending on the calorie level.

­ Choose a variety of fruits and vegetables each day. In particular, select from all five vegetable subgroups (dark green, orange, legumes, starchy vegetables, and other vegetables) several times a week.

­ Consume 3 or more ounce-equivalents of whole-grain products per day, with the rest of the recommended grains coming from enriched or whole-grain products. In general, at least half the grains should come from whole grains.

­ Consume 3 cups per day of fat-free or low-fat milk or equivalent milk products.

FATS

­ Consume less than 10 percent of calories from saturated fatty acids and less than 300 mg/day of cholesterol, and keep trans fatty acid consumption as low as possible.

­ Keep total fat intake between 20 to 35 percent of calories, with most fats coming from sources of polyunsaturated and monounsaturated fatty acids, such as fish, nuts, and vegetable oils.

­ When selecting and preparing meat, poultry, dry beans, and milk or milk products, make choices that are lean, low-fat, or fat-free.

­ Limit intake of fats and oils high in saturated and/or trans fatty acids, and choose products low in such fats and oils.

­ Know what you eat.

­ Only 10% of your total calories should come from saturated fat and no more than 30% from all forms of fat.

­ Choose fat‑free or low‑fat versions of cakes, cookies, crackers, or chips.

­ Use olive oil for baking or sauté.

­ When possible, use liquid, diet, or whipped margarine: They have far less trans‑fatty acids than solid fat.

­ Choose lean meats, fish, or poultry. Remove the skin. Broil or bake.

­ Choose fewer cold cuts, bacon, sausage, hot dog, and organ meats.

­ Select non‑fat or low‑fat dairy products whenever possible.

­ When cooking use substitutes for butter, margarine, oils, sour cream, mayonnaise, and salad dressings. Try chicken broth, wine, vinegar, or lemon.

CARBOHYDRATES

­ Choose fiber-rich fruits, vegetables, and whole grains often.

­ Choose and prepare foods and beverages with little added sugars or caloric sweeteners.

­ Reduce the incidence of dental caries by practicing good oral hygiene and consuming sugar- and starch-containing foods and beverages less frequently.

SODIUM AND POTASSIUM

­ Consume less than 2,300 mg (approximately 1 teaspoon of salt) of sodium per day.

­ Choose and prepare foods with little salt. At the same time, consume potassium-rich foods, such as fruits and vegetables.

ALCOHOLIC BEVERAGES

­ Those who choose to drink alcoholic beverages should do so sensibly and in moderation—defined as the consumption of up to one drink per day for women and up to two drinks per day for men.

­ Alcoholic beverages should not be consumed by some individuals, including those who cannot restrict their alcohol intake, women of childbearing age who may become pregnant, pregnant and lactating women, children and adolescents, individuals taking medications that can interact with alcohol, and those with specific medical conditions.

­ Alcoholic beverages should be avoided by individuals engaging in activities that require attention, skill, or coordination, such as driving or operating machinery.

FOOD SAFETY

To avoid microbial foodborne illness:

­ Clean hands, food contact surfaces, and fruits and vegetables. Meat and poultry should not be washed or rinsed.

­ Separate raw, cooked, and ready-to-eat foods while shopping, preparing, or storing foods.

­ Cook foods to a safe temperature to kill microorganisms.

­ Chill (refrigerate) perishable food promptly and defrost foods properly.

­ Avoid raw (unpasteurized) milk or any products made from unpasteurized milk, raw or partially cooked eggs or foods containing raw eggs, raw or undercooked meat and poultry, unpasteurized juices, and raw sprouts.

The USDA Food Guide Pyramid

Lesson #3: Smoking

I. Objective: Students willbe able to demonstrate an understanding of the physical effects of smoking and methods to avoid the temptation to smoke. They will list behaviors and resources to maintain good physical and emotional health in order to avoid smoking. They will conduct research, analyze information gathered, and outline the results and conclusions, and will apply the basic skills of logic and reasoning.

II. Materials:

1. Paper, pens, markers

2. “The Smoker” handout (or you can draw this on a flipchart)

3. Advertisements from magazines or newspapers

4. Vocabulary:

· Snuff ‑ powdered tobacco. It may be inhaled or chewed. It is sniffed and absorbed through the mucous membrane of the nose, or placed inside the mouth against the cheek/gum.

· Chewing tobacco ‑ string‑like tobacco. It may be placed inside the mouth against the cheek/gum and chewed or sucked.

· Nicotine ‑ the psychoactive stimulant of tobacco products. It causes addiction. It is a colorless liquid that turns brown in oxygen.

· Tar ‑ thick, brownish, sticky substance. It condenses in the lungs, and shows on teeth and fingers from particulate matter burned in tobacco.

· Carbon Monoxide (CO) ‑ a gas found in cigarette and cigar smoke. It binds with oxygen receptor sites in the blood. The blood "prefers" to carry CO to cells instead of oxygen. CO kills the cells. Oxygen keeps cells healthy.

III. Procedure:

1. Warm up:

· Give each pair of students a one-page advertisement for cigarettes. Ask students to make a list of the things they think of when they see this ad; or you may ask them to make a list of emotions they experience when they see this. Share with group.

2. Introduce the body of “The Smoker.”

· Use The Smoker” handout for this activity—it can be placed on the board, a flipchart, or cut out of construction paper. If possible, students should also have their own handout of “The Smoker’s” body to follow along and make notes on.

· To help students identify with The Smoker, have them give him/her a name and create a character. How old is The Smoker? Who are his/her friends? What kind of student is The Smoker? These comments can be written on the board and the students can create their own version of The Smoker on their handout.

· Next, ask the students why they think “The Smoker” smokes. Answers might include: it looks cool, gives a better image, makes you popular and attractive, reduces stress, controls weight, TV, movie and music personalities do it, rebellion, physiological addiction, it’s liberating to be in control (ie, adults smoke), give you a manly appearance, modeling parental behaviors, etc.

· Share studies that show real reasons kids smoke: low self-esteem, low self image, and lack of self- confidence to say “no” when someone wants them to try smoking. Also, studies show that students that smoke are also more likely to get lower grades in school.

3. “The Smoker” has developed inner body health problems from smoking. These problems include shortness of breath, coughing, nausea and dizziness. With “The Smoker's” body being shown to the class and students with handout, shade in areas of the body that are affected by his/her smoking.

4. Look at those areas that could be affected later in life if “The Smoker” continues to smoke. These areas include cancer of the lungs and other areas of the body, heart disease, and damage to the respiratory system, added strain on the heart, narrowing of blood vessels and stroke. Talk about these health issues.

5. The Smoker has also developed some outer body health problems from smoking. These problems include bad breath, discolored teeth, stinky hair and clothes, cracking lips and mouth sores. The Smoker is also having problems in sports – running slower and weak muscles. With The Smoker's body being shown to the class and students with handout, shade in areas of the body that are affected by smoking.

6. Next, introduce the problem of how “addicting" smoking is. Nicotine is as addictive as alcohol, heroin or cocaine. How hard is it to quit smoking? What does your body go through when you are addicted to smoking? These comments can be written on the board and students should be encouraged to make their own notes on their handout.

7. Finally, present how The Smoker affects others when he/she smokes. Secondhand smoke is the name for the smoke given off by a burning cigarette, cigar or pipe. Have students comment on their views about secondhand smoke. Write their responses on the board. Share the following facts with the class (Source: The Center of Disease Control and Prevention).

• Secondhand smoke causes 30 times as many lung cancer deaths as all regulated pollutants combined.
• Secondhand smoke makes others hair and clothes stink as well as interfering with the smell and taste of food.
• Secondhand smoke causes wheezing, coughing, colds, headaches, earaches and asthma attacks in others as well as reddening, itching, and watering of the eyes.
• Secondhand smoke causes up to 300,000 lung infections in infants and young children each year.

8. How to Quit Smoking:

· Brainstorm with students ways to quit smoking (both effective and ineffective!), then share with them the following:

· One method of smoking cessation is called “cold turkey;” this means that you stop smoking completely/all at once, stop smoking everything‑no pipe, cigar, or marijuana ‑ and do not start smoking again.

· Other people slowly reduce the number of cigarettes they smoke per day, until there is no desire to smoke.

· Still others seek help from a doctor who may prescribe “the patch” (various doses of nicotine) so that actual smoking stops. One patch is worn each week, and the nicotine is absorbed through the skin. Each succeeding patch has less and less nicotine in it. After some weeks, the nicotine in the patch is almost nothing and the person may not be addicted to nicotine and cigarettes anymore. Problem occurs when smokers also smoke a cigarette while wearing the patch. This reduces the successful effect of the patch.. Also, this method does not address the “oral fixation” of smoking.

· There are also chewing gums (such as Nicorette) that contain nicotine to enable the person to get a “fix,” without smoking a cigarette. This method of quitting is not as successful because many people also smoke a cigarette when they chew the gum.

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