unit 1 physical health€¦ · physical health: 1 yes no i get at least 8 hours of sleep each night...

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UNIT 1 PHYSICAL HEALTH

TOTAL HEALTH

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REVIEW… PHYSICAL HEALTH: 1 Yes No I get at least 8 hours of sleep each night 2 Yes No I eat a well-balanced diet, including a healthful breakfast each day 3 Yes No I practice good hygiene

4 Yes No I participate in 30-60 minutes of moderate physical activity each day 5 Yes No I avoid using tobacco, alcohol and other drugs 6 Yes No I drink 8 cups (64oz. or ½ gal) of water each day

HEALTH TIP: DO YOU KNOW THE PROPER WAY TO SIT DOWN?

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SOS Newsletter: The Dangers of Drinking: Fact and Fiction NAME: Period: CLASS READING/DISCUSSION: Your teacher will lead you through the reading of the common misunderstandings (fact vs. fiction) about alcohol in the article from the SOS Newsletter on the dangers of drinking. INDIVIDUAL ANALYSIS:

Let’s just say that all of the in this circle represent the students at ‘Stoga. YOU are the . How do you feel? Why?

Why do so many teens strive to be the instead of the ?

Why would it be good to be the ?

Do you have friends who are ? Why or why not?

Why would it be good to have friends who are ? How could the circle above explain drinking/drug use?

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ADDICTION & THE BRAIN

Teacher Video Options:

Dopamine & the Brain - http://www.youtube.com/watch?v=NxHNxmJv2bQ

Hooked, Hacked & Hijacked (TEDTalk: Dr. Pam Peeke) - http://www.youtube.com/watch?v=aqhzFd4NUPI

Ethan Couch 2015 – This provides a summary of the original story while updating the country to the latest on this story - http://www.cnn.com/2015/12/17/us/texas-affluenza-drunken-driving-teen-

missing/index.html?sr=twCNN121815/16/us/texas-affluenza-drunken-driving-teen-missing/index.html0303AMVODtopLink&linkId=19688158

Chris Herren – Unguarded (iTunes Movie/Netflix)

MOVIE NOTES FOR DOPAMINE & THE BRAIN

Vocabulary

1. Limbic System –

2. Neurons – a. Axon - b. Dendrite -

3. Neurotransmitter –

4. Action Potential –

5. Synaptic Cleft –

6. Dopamine –

a. VTA –

b. Limbic System –

7. Dopamine Receptor –

8. Dopamine Transporter -

http://www.youtube.com/watch?v=NxHNxmJv2bQ

http://www.youtube.com/watch?v=aqhzFd4NUPI

http://www.cnn.com/2015/12/17/us/texas-affluenza-drunken-driving-teen-missing/index.html?sr=twCNN121815/16/us/texas-affluenza-drunken-driving-teen-missing/index.html0303AMVODtopLink&linkId=19688158



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SO… THAT VIDEO SAID WHAT???

It said that Dopamine is our ‘happy hormone’… when we see something that excites us, makes us happy, makes us laugh or makes us want to do it again… things such as…

Rollercoasters (for some of us),

Surprise Parties (thrown for you!),

An “A” on a test,

A funny movie,

Others… Dopamine is released into the synapse and tells us we’re happy, so we react accordingly because the message go

See a rollercoaster… Brain says “cool!”… Message travels to synapse and floods it with dopamine…

You jump up and down excited to get on… you get several responses like this while on the ride and afterwards, the dopamine remains for a while (euphoria or “high”) after you leave the ride… you also get a dopamine response when you remember going on the ride! In an addict, they see the rollercoaster… the brain says “cool!” because it knows you’re supposed to like it… message travels but no dopamine is released because the ends of the synapses are coated with the drug… only the drug can get through, so only the drug can make you “happy” or “high” on dopamine… you are addicted. The little things in life will no longer make you happy. So, it’s not that the addict/alcoholic doesn’t WANT to be excited about seeing you or spending time with you… they physically can’t get the dopamine into the brain to be excited. Can this be reversed? YES! Over time… it can take 7-14 years depending on how long an addict used and what kind of drugs the person was addicted to. While an addict can go into recovery, they will always be at risk for a relapse until the repairs are complete.

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http://www.clker.com/clipart-cartoon-eyes-2.html&ei=N35qVL_fOIKKyASd7ILwBw&bvm=bv.79908130,d.aWw&psig=AFQjCNGpss2murUMS_XlV2Bvi9myZBaFSQ&ust=1416351619724074

http://www.google.com/imgres?imgurl=http://ar2.in/wp-content/uploads/2014/02/6568b85e80fbd07e22f92cde5670a5a1.jpg&imgrefurl=http://fbpics.org/2014/02/photo-girl-cool-facebook/&h=1121&w=2223&tbnid=dKGcwBf6JwXZnM:&zoom=1&docid=KPE8m5rX5LZrCM&ei=gYBqVLTsD4u1yASqpIL4Dw&tbm=isch&ved=0CHoQMyg9MD0&iact=rc&uact=3&dur=617&page=8&start=59&ndsp=9

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http://www.extremetech.com/extreme/163051-simulating-1-second-of-human-brain-activity-takes-82944-processors&ei=94BqVKHSD86MyASY34GYCA&bvm=bv.79908130,d.aWw&psig=AFQjCNG-_TWoZ8UQ7mo2MFXsVeuBzjjmjA&ust=1416352328670756

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http://blog.brosix.com/reasons-to-get-excited-about-instant-messaging/excited/&ei=MIFqVPytJIipyATnYA&bvm=bv.79908130,d.aWw&psig=AFQjCNHPE8l8OdqkY39geT2RPrK_VG9MPg&ust=1416352418758974

http://www.google.com/imgres?imgurl=http://www.scilproj.org/Synapse.jpg&imgrefurl=http://www.scilproj.org/Brain%26NS_knowledge.html&h=839&w=1266&tbnid=YVAkYhyGsrbqAM:&zoom=1&docid=azhCUYPj_RZWnM&ei=VoFqVIroMoWlyATLq4HwDg&tbm=isch&ved=0CCsQMygPMA8&iact=rc&uact=3&dur=277&page=2&start=7&ndsp=10

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MOVIE NOTES FOR HOOKED, HACKED & HIJACKED

MOVIE NOTES FOR ETHAN COUCH 2015 and/or TERRY’S STORY/ BRANDON’S STORY

MOVIE NOTES FOR CHRIS HERREN

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TEACHER WEBQUEST OPTION #1 STUDENT NAME: ABOVE THE INFLUENCE (iPad Activity) PARTNER NAME:

So… how do we avoid the quicksand that is drug and alcohol use? If I’m already using, is it too late for me? Of course not! Directions: A webquest is an activity where you and a partner search a specific website to find answers to questions. The

questions are below and the space to answer them is provided on the pages that follow. Do NOT try to squeeze your answers into the space between questions below. Your teacher may choose to assign you a partner... that is their prerogative. As soon as you have your partner and iPads, you may begin. Remember, all of the answers to the questions MUST come from the website: www.abovetheinfluence.com. Warning: Playing games, browsing other sites, etc. without teacher permission will be considered inappropriate use and result in a zero on the assignment and your iPad(s) being taken. You also put your library privileges at risk.

1 Take The Quiz… what did you learn about yourself? (answer individually)

2 What does it mean to “live above the influence”?

3 Look into the Drug Facts of three drugs (your teacher may choose to assign these). For each drug,

tell us (a) it’s alias(es); (b) what it is; (c) the risks; (d) long-term effects; (e) what you would tell someone who was considering using it.

4 FAQ’s… find this section under “Know the Facts” and summarize the answer to the following

questions:

a. Are over-the-counter (OTC) drugs dangerous? b. Are prescription drugs dangerous? c. Summarize the five questions about drugs and the brain. d. Are there reasons other than physical addiction why people keep taking drugs? e. If drug addiction is a disease, is there a cure? f. How many times does someone have to take a drug to become an addict? g. Can you get addicted even though you only do it once in a while?

5 In the section “Experts Weigh In”, choose three of the five subtopics and record one question and

summarize one answer. For example… a. Subtopic: Drug Facts & Effects b. Question: Can you get contact high from pot, does it get in your system from being around

someone who smoke pot? c. Summary of answer: Yes, depending on the concentration of smoke in the air, the size of the

room you’re in and the amount of time you spend around the smokers you can be affected by second-hand smoke. You can retain traces of marijuana in your system for up to 30 days.

*NOTE: You may not use the above sample in your answer!

http://www.abovetheinfluence.com/

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TEACHER WEBQUEST OPTION #2 NAME NIDA for TEENS: IPAD ACTIVITY PARTNER TEACHER LESSON PLAN - http://teens.drugabuse.gov/educators/lessonplans/drugs-abuse?tm=597 The web quest goals for students are as follows…

o Understanding of the role of genetics in drug abuse and addiction o Neurobiology of drug abuse and the effects of drugs on the braiN o Knowledge of the health consequences of drug abuse

Procedures…

1 GET AN IPAD 2 GET A PARTNER 3 LOG ON TO… http://teens.drugabuse.gov/ 4 ANSWER THE QUESTIONS THAT FOLLOW USING INFORMATION FROM THIS WEBSITE…

a. WHAT IS THE “NIDA”?

DRUGS of ABUSE LINK: http://learn.genetics.utah.edu/content/addiction/abuse/ INTERACTIVES & VIDEOS: http://teens.drugabuse.gov/interactives-and-videos

http://teens.drugabuse.gov/educators/lessonplans/drugs-abuse?tm=597

http://teens.drugabuse.gov/

http://learn.genetics.utah.edu/content/addiction/abuse/

http://teens.drugabuse.gov/interactives-and-videos

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PRESCRIPTION DRUGS, ALCOHOL, OTC’S – MYTHS VS. FACTS DIRECTIONS: For each statement that follows, circle the number that corresponds to each statement that is a myth and explain why in the space provided. Do nothing to the statements that you believe are facts.

1. If I’m on a prescription drug, I can use most all-natural products without consequence. It’s the over-the-counter drugs that could cause a problem due to drug interaction.

2. The regular dosage for Advil is 2-3 every 4-6 hours.

3. In 2009, 91% of all unintentional poisoning deaths were most commonly caused by a class of drugs known as prescription painkillers.

4. Tylenol is one of the most benign drugs – that is, it can’t really hurt you.

5. The advertisement on the previous page was created and published because the government wants us to use more prescription drugs.

6. All-natural does not mean that a product is all “safe”.

7. 87 people die each day in the USA due to accidental poisoning – many from prescription drugs

8. A combination of alcohol and prescription drugs are involved in 1/3 of the suicides in this country.

9. Over 70,000 children under age 18 go to hospital emergency rooms yearly for unintended drug poisonings - most are under age 5.

10. It’s okay to combine caffeine with alcohol because the caffeine will keep you awake.

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THE TIMELINE OF MODERN OTC’s

1 ACETYLSALIC ACID - BENEFITS: RISKS: 2 ACETOMINOPHEN - BENEFITS: RISKS: “THE TYLENOL SCARE” (25th anniversary in 2009)– 3 F.D.A. SETS A PRECEDENT: 4 IBUPROFEN - BENEFITS: RISKS: 1 THE DOOR OPENS… FREE ENTERPRISE AND THE BILL OF RIGHTS

MOTRIN, PAMPRIN, MIDOL et al….

2 THE GENERIC MARKET ARRIVES

3 WHAT ARE OUR NEEDS?

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4 ARE MEDICINES THE ONLY WAY TO ACHIEVE THE NEEDS?

5 A NEW WAY OF THINKING… ALTERNATIVE MEDICINES…

COMPLEMENTARY AND ALTERNATIVE MEDICINES

WHAT IS IT? TERM FOR MEDICAL PRODUCTS AND PRACTICES THAT ARE NOT PART OF STANDARD CARE. IT IS ALSO REFERRED

TO AS ‘CAM’.

WHAT IS STANDARD CARE?

TERM FOR THE PRACTICES APPLIED BY MEDICAL DOCTORS (M.D.’s), DOCTORS OF OSTEOPATHY (D.O.’s), AND

ALLIED HEALTH PROFESSIONALS (REGISTERED NURSES (R.N.’s), PHYSICAL THERAPISTS (P.T.’s) et al.)

WHAT IS ALTERNATIVE MEDICINE?

DEFINES PRACTICES OR TREATMENTS THAT YOU USE INSTEAD OF STANDARD ONES.

WHAT IS COMPLEMENTARY MEDICINE?

THE USE OF NONSTANDARD TREATMENTS THAT ARE USED IN COMBINATION WITH STANDARD PRACTICE.

WHAT ARE SOME OF THE PRIMARY SPECIALITIES OF CAM THERAPIES?

ACUPUNCTURE – BEGAN IN CHINA OVER 2,000 YEARS AGO, ALTHOUGH MOST AMERICAN ACUPUNCTURISTS USE A

COMBINATION OF CHINESE, JAPANESE, KOREAN AND OTHER CULTURAL ACUPUNCTURE PRACTICES IN

COMBINATION. THE PRACTICE INVOLVES INSERTING HAIR-THIN METALLIC NEEDLES INTO SPECIFIC BODY POINTS

IN YOUR SKIN TO IMPROVE HEALTH AND WELL-BEING BY FREEING THE BODY’S ENERGY PATHWAYS OR ‘CHI’ TO

FLOW AS INTENDED. RESEARCH HAS SHOWN THAT ACUPUNCTURE REDUCES NAUSES AND VOMITING AFTER

SURGERY AND CHEMOTHERAPY. IT CAN ALSO RELIEVE PAIN AND IMPROVE CARDIVASCULAR FUNCTION BY

AFFECTING HOW YOUR BODY RELEASES CHEMICALS THAT REGULATE THOSE FUNCTIONS. RESEARCHERS DON’T

FULLY UNDERSTAND HOW ACUPUNCTURE WORKS, BUT MORE AND MORE HEALTH INSURANCE PROVIDERS ARE

APPROVING ACUPUNCTURE AS A REIMBURSEABLE TREATMENT EXPENSE.

CHIROPRACTIC CARE – BELIEVES IN THE BODY’S ABILITY TO HEAL ITSELF WITH ATTENTION TO MUSCULOSKELETAL

AND NEUROLOGICAL SYSTEM FUNCTIONS AS THEY RELATE TO BIOMECHANICS, STRUCTURE AND FUNCTION. A

DOCTOR OF CHIROPRACTIC MEDICINE IS A ‘D.C.’ AND MUST BE BOARD CERTIFIED TO PRACTICE.

HERBAL MEDICINES/MEDICINAL HERBS/PHYTOTHERAPY -

CANCER ALTERNATIVE THERAPIES – MAY BE USED AS A REPLACEMENT FOR STANDARD TREATMENTS

RECOMMENDED BY AN ONCOLOGIST OR TO ASSIST IN THE TREATMENT OF SIDE EFFECTS RELATED TO CANCER

TREATMENTS SUCH CHEMOTHERAPY AND RADIATION THERAPIES

DIETARY SUPPLEMENTS OR TRACE ELEMENTS – USE OF NUTRIENT BALANCE AS PREVENTION AND TREATMENT

DUE TO THE BELIEF THAT SPECIFIC COMBINATIONS OF NUTRIENTS/ELEMENTS WHEN LACKING CAN CAUSE

DISFUNCTION AND WHEN INCREASED CAN TREAT DIS-EASE.

HOMEOPATHY – ANOTHER NAME FOR CAM TREATMENTS

INTEGRATIVE MEDICINE – TOTAL BODY TREATMENT INVOLVING MIND, BODY AND SPIRIT

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ARE CAM TREATMENTS SAFE?

ALL-NATURAL DOES NOT MEAN 100% SAFE. YOU CAN STILL OVERDOSE ON HERBAL REMEDIES, YOU CAN STILL

HAVE DRUG INTERACTIONS WITH HERBAL REMEDIES, THINGS CAN GO WRONG USING MANY CAM TREATMENTS.

IN GENERAL, RESEARCHERS KNOW MORE ABOUT THE SAFETY AND EFFECTIVENESS OF STANDARD CANCER

TREATMENTS THAN THEY DO ABOUT CAM. BECAUSE THE ALL-NATURAL PRODUCT DEPARTMENT IS NOT

GOVERNED BY THE F.D.A., PRODUCTS MAY BE RELEASED BEFORE ALL RISKS ARE IDENTIFIED. HOWEVER, THIS CAN

HAPPEN WITH PRODUCTS GOVERNED BY THE F.D.A. AS WELL.

IT IS RECOMMENDED THAT YOU SPEAK TO YOUR DOCTOR BEFORE YOU TRY ANYTHING NEW AS LONG AS YOU

BELIEVE YOUR DOCTOR HOLDS NO BIAS AGAINST CAM TREATMENTS.

MOST TREATMENTS – EVEN STANDARD CARE TREATMENTS – HAVE SIDE EFFECTS AND/OR RISKS. CAM IS CLEARLY

NOT EXEMPT FROM THIS RULE. CONSUMER KNOWLEDGE IS THE NUMBER ONE DEFENSE AGAINST NEGATIVE SIDE

EFFECTS AND RISKS.

REMEMBER THAT CAM TREATMENTS ARE GENERALLY NOT GOVERNED BY THE FOOD AND DRUG ADMINISTRATION

(F.D.A.) OR THE AMERICAN MEDICAL ASSOCIATION (A.M.A.) AS ARE STANDARD PRACTICES. DO YOUR

HOMEWORK!

CLASSROOM DISCUSSION: IS THERE A CAM TREATMENT YOU WOULD NOT BE WILLING TO TRY? WHY OR WHY NOT? DO YOU HAVE ANY EXPERIENCE WITH CAM TREATMENTS THAT YOU CAN SHARE? IS IT OF CONCERN TO YOU THAT THESE TREATMENTS ARE NOT GOVERNED BY THE F.D.A.? IF YOU HAVE EVER TRIED ANY FORM OF MEDITATION OR STRESS MANAGEMENT PRACTICES, CAN YOU SHARE? THINGS I SHOULD REMEMBER BEFORE USING CAM THERAPIES:

SOURCE: THE NATIONAL CENTER FOR COMPLEMENTARY AND ALTERNATIVE MEDICINE OF THE NATIONAL INSTITUTES FOR HEALTH. FOR MORE INFORMATION, GO TO: https://www.nlm.nih.gov/medlineplus/complementaryandintegrativemedicine.html

https://www.nlm.nih.gov/medlineplus/complementaryandintegrativemedicine.html

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DISEASE, DIET & EXERCISE

OUR BODIES, OUR CHOICES… OUR CONSEQUENCES…

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LESSON 3: OPRAH: BEHAVIORS AND DISEASE NAME

PERIOD

IN THIS VIDEO, YOU WILL VIEW REAL ORGANS FROM DECEASED PATIENTS. ANSWER THE

QUESTIONS BELOW AS COMPLETELY AND WITH AS MUCH DETAIL AS YOU ARE ABLE AFTER

VIEWING THE VIDEO. OPRAH GIVES WARNING WHEN EXTREMELY GRAPHIC FOOTAGE

WILL BE SHOWN. PLEASE FOLLOW HER DIRECTION AND LOOK AWAY IF YOU DO NOT

WISH TO VIEW SUCH FOOTAGE.

1) WHICH ORGAN TOPIC IMPACTED YOU THE MOST? HOW DID IT IMPACT YOU?

WHY?

2) DID VIEWING THIS VIDEO MAKE YOU RECONSIDER ANY OF YOUR CURRENT

BEHAVIORS? WHICH BEHAVIORS? WHY?

3) DO YOU BELIEVE THESE ARE “ADULT” PROBLEMS AND NOT NECESSARY FOR

TEENS YOUR AGE TO LEARN? WHY OR WHY NOT?

4) WHAT NEW INFORMATION HAVE YOU LEARNED FROM THIS VIDEO?

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THE SIX ESSENTIAL NUTRIENTS 1 - FUEL SOURCE… OUR BODY BURNS THIS FIRST

A. LIQUID OR AVAILABLE FORM OF FUEL -

1. Where is this fuel found?

B. STORED FORM OF FUEL -

1. Where is this fuel stored?

2. When is this fuel converted for use?

3. How is this fuel converted into a useable liquid?

i. Chemical that combines with stored form to convert to liquid form: B + B3 = A

2 - FUEL SOURCE… OUR BODY BURNS THIS SECOND,

BUT IT TAKES TIME TO CONVERT THIS INTO USEABLE LIQUID FUEL 3 - FUEL SOURCE… OUR BODY BURNS THIS IF THE FIRST FUEL SOURCE IS NOT AVAILABLE.

A. WHAT ARE THE 3 TYPES OF MUSCLE TISSUE THIS NUTRIENT IS USED TO CREATE/MAINTAIN?

a. (SUPPORTS BONES AND MOVEMENT) -

b. (LINES THE INSIDE OF OUR ORGANS) -

c. (OUR HEART) -

B. CASE STUDY 1: JOE SMITH DECIDES TO USE PROTEIN POWDERS IN COMBINATION

WITH A LOW CARB, HIGH PROTEIN DIET AND AN INTENSE WEIGHT TRAINING PROGRAM. HE IS ALSO CONSUMING PLENTY OF WATER AS INSTRUCTED BY HIS TRAINER TO HELP HIS BODY ABSORB THE PROTEIN SUPPLEMENTS. USING THE INFORMATION ABOVE, EXPLAIN WHY JOE MAY EXPERIENCE THE FOLLOWING: a. Little or no gain in muscle size and definition –

b. Fatigue – especially during workouts –

BASIC NUTRITION

Diabetes:

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c. Irregular heartbeats, symptoms associated with abnormalities of the urinary, excretory or endocrine systems –

d. Swelling, bloating and/or puffiness –

e. Damage to his kidneys -

C. CASE STUDY 2: JILL ROBERTS, Age 18, HAS AN EATING DISORDER YOU LEARNED

ABOUT IN MIDDLE SCHOOL CALLED ANOREXIA NERVOSA. EXPLAIN HOW JILL’S FAILURE TO EAT WILL LEAD TO HER HOSPITALIZATION AND/OR DEATH – MOST LIKELY DUE TO CARDIAC SYMPTOMS. a. Jill is not eating – what signs/symptoms will we see?

b. Jill is exercising excessively – this will lead to what further signs/symptoms?

c. Jill’s friends and family try to make Jill eat – she feels ill whenever she tries to eat – why?

d. Jill experiences irregular heartbeats one night and is taken to the hospital. Why is this

happening? What will the physician likely order as treatment?

e. Jill is admitted to the hospital. On her first night there, the nurse catches her in the midst of an intense exercise routine – she has removed the IV’s providing treatment. What is the physician likely to order to combat this behavior?

f. On Jill’s second day in the hospital she gets into an argument with her mom because

she fears she is gaining weight. Jill has not actually gained any weight in 24 hours in the hospital – she is associating the treatment with weight gain when in fact the “weight gain” is actually caused by .

g. On the third day, Jill is convinced the physician is trying to make her gain weight. While

she is not “suicidal” in the usual sense of the word, she is unwilling to do what needs to be done to regain her health and has expressed that she has no desire to live if it means she will be “fat”. Jill checks herself out of the hospital. How can this happen when she is so very sick?

4 - Organic substances (made by plants or animals) that help our bodies to function and grow properly.

a. These include A, D, E, K… dissolve in fat and can be stored in your body, so are known as

b. These include C and B-Complex (B6, B12, Niacin, Riboflavin and Folate – dissolve in

water and therefore cannot be stored… we must replace them daily as we either use them or lose them through urine – these are known as

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5 - Inorganic elements that come from soil and water that help our bodies to function and grow properly.

a. Your body needs larger amounts of some of these to grow and stay healthy (such as calcium)

b. Your body needs very small amounts of others such as chromium, copper, iodine, iron, selenium and zinc… this are known as .

6 - Basic nutrient that makes up most of our body mass

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KEY ELEMENTS OF HEALTHY EATING PATTERNS From the new USDA Dietary Guidelines 2015-2020 (See Full Document at http://health.gov/dietaryguidelines/2015)

Key Recommendations: Components of Healthy Eating Patterns

The Dietary Guidelines’ Key Recommendations for healthy eating patterns should be applied in their entirety, given the interconnected relationship that each dietary component can have with others. As illustrated later in this chapter, there is more than one way to put these Key Recommendations into action; this is exemplified by the three eating patterns that translate and integrate the Key Recommendations into an overall healthy way to eat.

Key Recommendations Consume a healthy eating pattern that accounts for all foods and beverages within an appropriate calorie level. A healthy eating pattern includes:

A variety of vegetables from all of the subgroups – dark green, red & orange, legumes (beans & peas), starchy, and other.

Fruits, especially whole fruits

Grains, at least half of which are whole grains

Fat-free or low-fat dairy, including milk, yogurt, cheese, and/or fortified soy beverages

A variety of protein foods, including seafood, lean meats and poultry, eggs, legumes (beans & peas), and nuts, seeds, and soy products

Oils A healthy eating pattern limits:

Saturated fats and trans fats, added sugars, and sodium Key recommendations that are quantitative are provided for several components of the diet that should be limited. These components are of particular public health concern in the United States, and the specified limits can help individuals achieve healthy eating patterns within calorie limits:

Consume less than 10 percent of calories per day from added sugars

Consume less than 10 percent of calories per day from saturated fats

Consume less than 2,300 milligrams (mg) per day of sodium

If alcohol is consumed, it should be consumed in moderation – up to one drink per day for women and up to two drinks per day for men – and only by adults of legal drinking age.

Notes

[2] Definitions for each food group and subgroup are provided throughout the chapter and are compiled in Appendix 3. USDA Food Patterns: Healthy U.S.-Style Eating Pattern.

[3] The recommendation to limit intake of calories from added sugars to less than 10 percent per day is a target based on food pattern modeling and national data on intakes of calories from added sugars that demonstrate the public health need to limit calories from added sugars to meet food group and nutrient needs within calorie limits. The limit on calories from added sugars is not a Tolerable Upper Intake Level (UL) set by the Institute of Medicine (IOM). For most calorie levels, there are not enough calories available after meeting food group needs to consume 10 percent of calories from added sugars and 10 percent of calories from saturated fats and still stay within calorie limits.

[4] The recommendation to limit intake of calories from saturated fats to less than 10 percent per day is a target based on evidence that replacing saturated fats with unsaturated fats is associated with reduced risk of cardiovascular disease. The limit on calories from saturated fats is not a UL set by the IOM. For most calorie levels, there are not enough calories available after meeting food group needs to consume 10 percent of calories from added sugars and 10 percent of calories from saturated fats and still stay within calorie limits.

[5] The recommendation to limit intake of sodium to less than 2,300 mg per day is the UL for individuals ages 14 years and older set by the IOM. The recommendations for children younger than 14 years of age are the IOM age- and sex-appropriate ULs (see Appendix 7. Nutritional Goals for Age-Sex Groups Based on Dietary Reference Intakes and Dietary Guidelines Recommendations).

[6] It is not recommended that individuals begin drinking or drink more for any reason. The amount of alcohol and calories in beverages varies and should be accounted for within the limits of healthy eating patterns. Alcohol should be consumed only by adults of legal drinking age. There are many circumstances in which individuals should not drink, such as during pregnancy. See Appendix 9. Alcohol for additional information.

http://health.gov/dietaryguidelines/2015/guidelines/chapter-1/key-recommendations/#footnote-ref2

http://health.gov/dietaryguidelines/2015/guidelines/appendix-3/









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NAME PERIOD MY PLATE

F

*What are common items that we can use as visual aids in determining correct portion sizes?

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Your classroom teacher will provide additional pages for you to insert at this point in your notebook that correspond to this documentary film you will be viewing in class.

----------------------------------------------------------------------------------------------------

TEACHER OPTION NAME:

Video Worksheet - Jamie Oliver PERIOD:

A. View the video with your classmate. If your teacher assigns the video for homework, use one

of the following links or search “Jamie Oliver TED Speech”

a. http://www.ted.com/talks/jamie_oliver.html

b. http://www.jamieoliver.com/news/jamie-wins-prestigious-ted-prize

c. http://www.dailymotion.com/video/xglnk7_jamie-oliver-s-ted-award-speech_travel

B. Answer the following questions in the space provided. If you need additional space, use the

reverse side of this worksheet. Each answer should be 3-5 complete sentences – each

answer is worth 5 points.

a. What have you learned from Jamie Oliver and/or what awareness issues does his

presentation/point of view raise for you? For example: his triangle, the families you

met, the elementary school students, etc.

b. What are your views on health/obesity in America? Can Jamie’s wish come true? Be

sure to site economic & political issues that may impact your answer.

http://www.jamieoliver.com/news/jamie-wins-prestigious-ted-prize

http://www.dailymotion.com/video/xglnk7_jamie-oliver-s-ted-award-speech_travel

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SCIENTIFIC/BIOMECHANICAL PRINCIPLES TO COMPLEX MOVEMENT

Biomechanics is defined as: 1. the study of the action of external and internal forces on the living body, especially on the skeletal

system;

2. the development of prostheses;

3. In Biology, it is the study of the mechanical nature of biological processes such as heart action and muscle movement.

BIOMECHANICAL TERMINOLOGY: VIDEOS FOR FURTHER UNDERSTANDING OF BASIC BIOMECHANICS AS IT RELATES TO SPORT: Use the information provided in the videos below to

complete the definitions that follow.

http://www.youtube.com/watch?v=61dsOZewrmM (13:12) or http://www.youtube.com/watch?v=CTiuPUBDnUU (7:36)

1. Linear Motion –

a. Example from Video:

2. Angular or Rotary Motion –


3. General Motion –


4. Forces –

a. Examples from Video:

b. What can force do?

i. ii.

iii.

5. What affects the force and the impact it will have on the body? a. Size – b. Direction –

6. So what is the concept that links FORCE and MOTION?

P.E. Class

http://www.youtube.com/watch?v=61dsOZewrmM

http://www.youtube.com/watch?v=CTiuPUBDnUU

24

BIOMECHANICAL TERMINOLOGY: MOTION (same videos as previous)

http://www.youtube.com/watch?v=61dsOZewrmM (13:12) or http://www.youtube.com/watch?v=CTiuPUBDnUU (7:36)

NEWTON’S 3 LAWS OF MOTION APPLIED TO BIOMECHANICS LAW #1: INERTIA – a body at rest will remain at rest unless acted upon by an outside force.

1. What is acting on a ball?

2. What role does Friction or Resistance play in motion? Examples:

1. Cycling –

2. Ground/Turf and field sports –

3. Ice and Skating –

4. Snow and Snowboarding vs. Skiing – LAW #2: LAW OF ASSOCIATION OR ACCELERATION – the acceleration of a body is proportional to the amount of force that is applied to it. The direction of a body is directly related to the direction of the force that acts upon it.

1. This law describes the relationship between force, acceleration and mass. It is often described as a formula:

a. F = ma which is otherwise known as: b. Summary:

LAW #3: LAW OF ACTION AND REACTION – for every action, there is an equal and opposite reaction.

1. Example: Swimmer –

2. Example: American Football Player –

http://www.youtube.com/watch?v=61dsOZewrmM

http://www.youtube.com/watch?v=CTiuPUBDnUU

25

BIOMECHANICAL TERMINOLOGY: CENTER OF MASS

VIDEOS FOR FURTHER UNDERSTANDING OF BASIC BIOMECHANICS AS IT RELATES TO SPORT: http://www.youtube.com/watch?v=_1LxWmugavc (6:52)

CENTER OF MASS IS DEFINED AS: The point at which the body is balanced in all directions 1. Objects: depending on the size and shape of the object, the center of mass will vary 2. Athletes: female vs. males – weight distribution is different because of the natural build of the body.

Women naturally have slightly wider hips and narrower shoulders so the weight distribution will be different

STABILITY: A stable body position will enable an athlete to resist motion.

1. When you are stable, it is harder for another athlete to push you out of position or knock you over. 2. What are some affects of stability on motion?

a. The position of the center of mass: b. The position of the athlete’s line of gravity:

3. The size of the athlete’s area of support:

4. Factors affecting the center of mass a. b. c. d. e.

5. Using the factors above, name sport specific examples of stability on motion a. American football –

b. Rugby scrum –

BIOMECHANICAL TERMINOLOGY: FORCES AT WORK in SPORT and RECREATION VIDEOS FOR FURTHER UNDERSTANDING OF FORCES AS THEY RELATE TO SPORT:

http://www.youtube.com/watch?v=Xb68u3aXrcU (12:17)

The forces below apply to sport and recreation in the way our body or an apparatus propels and object or us through a range of motion. Look up the definitions of each on dictionary.com, write the definition that applies for biomechanics and then answer question number 4.

1. Centripetal Force –

2. Centrifugal Force (Inertia) –

3. Equilibrium -

4. Examples: Which force is used in each of the following? Circle 1, 2, or 3 for eacha. Pitching 1 2 3 b. Kicking a Soccer Ball 1 2 3 c. Throwing a Shot Put 1 2 3 d. Race Car Driving 1 2 3 e. Roller Coasters with Loops 1 2 3 f. Merry-Go-Round 1 2 3

*definitions from dictionary.com

http://www.youtube.com/watch?v=_1LxWmugavc

http://www.youtube.com/watch?v=Xb68u3aXrcU

26

MOTOR SKILL DEVELOPMENT TO COMPLEX MOVEMENT

1. RESPONSE SELECTION: Your ability to quickly assess a situation and make the best decision for the greatest success.

2. MOTOR SKILL STAGES: Motor skills are those skills in which the movement and the outcome of action are

emphasized. In other words, motor skills are physical actions where we expect something to happen. For example, if you “shoot” (motor skill) a basketball, we expect that you will use the correct motor skill to be sure the result or “outcome” is that the ball goes in the basket.

a. VERBAL – Taking a verbal explanation of a skill and turning it into action. For example, when your teacher tells

you to move to your right, do you know which way to go? Did they specify how to move to your right? Did they specify how far to your right you should move?

b. COGNITIVE – Understanding what to do. If you’ve never seen a skill or performed a skill, you have to

understand what is being asked of you before you will be able to attempt to perform the skill. For example, if your teacher says to line up for a scrum, would you know what to do? Do you understand the context of the Rugby Term “scrum”? If you’ve never seen or played a Rugby game or heard it discussed, you likely have no idea what it is and therefore what would be expected of you.

c. MOTOR – Taking the verbal instruction, the cognitive understanding of a skill and putting it into action. Your teacher explains the concept behind throwing a Frisbee, they demonstrate it for you, they demonstrate a drill and you perform it as explained and demonstrated. Usually, we can use some measure of skill through a consistent drill or test to determine the level of perfection of a motor skill. One such example of this would be taking the PA. State Department of Transportation’s Driver’s Test. It will encompass all of the components of skill-related fitness as you must respond to things in your environment and the motor skill development as you make decisions while you operate your vehicle.

d. AUTOMATIC – When a motor skill has been practiced so much, that it is second nature to you to do it. Although, you must be careful not to take for granted that you can easily perform motor skill or you may make careless mistakes. As they say, “Accidents happen” and it’s usually when we are distracted from our motor skill or when we take for granted that we can perform it with greater perfection than we actually can. Again, a driving example would be hitting a curb as you turn a corner to soon or too sharp even though you’ve made that turn one hundred times without hitting the curb. Taking a skill for granted may be texting and driving. You assume you can look away for just a second, but you forget that in that second, you could have traveled up to twenty five yards – plenty of time for the vehicle to drift into an oncoming lane of traffic or off the side of the road into whatever object is there to stop you.

27

COMPONENTS OF SKILL-RELATED FITNESS

Let’s learn by doing! Below are the skills related to fitness accompanied by their written definition. Today, you will rate your own skill level by attempting the tasks assigned to each skill in the gym. Read the definitions with your teacher and then your teacher will lead you through the skill-related components by having your perform specific tasks!

1. AGILITY: Multidirectional Cone Run a. The power of moving quickly and easily; nimbleness: exercises demanding agility. b. The ability to think and draw conclusions quickly; intellectual acuity.

2. BALANCE: Stork Balance Stand Test a. A state of equilibrium or equipoise; equal distribution of weight, amount, etc. b. Something used to produce equilibrium; counterpoise.

3. COORDINATION: Cone Stacking Test a. The act or state of coordinating or of being coordinated. b. Proper order or relationship.

4. POWER: Cone Stacking Test (10 cones) a. Power is the product of strength and speed combined.

5. REACTION TIME: Partner Stick Drop and Catch Test a. The interval between stimulation and response.

6. SPEED: 20 Yard Dash a. Rapidity in moving, going, traveling, proceeding, or performing; swiftness; celerity: the speed of sound. b. Relative rapidity in moving, going, etc.; rate of motion or progress; full speed ahead.

* definitions from Dictionary.com and teachpe.com

MY SKILL-RELATED FITNESS RESULTS

1. AGILITY: Multidirectional Cone Run

2. BALANCE: Stork Balance Stand Test

3. COORDINATION: Cone Stacking Test

4. POWER: Disc Cone Stacking Test (10 cones)

5. REACTION TIME: Partner Stick Drop and Catch Test

6. SPEED: 20 Yard Dash

Agility Test: Cone Run

Balance Test: Stork Stand on

Ball of Foot

http://dictionary.reference.com/browse/coordinate

http://dictionary.reference.com/browse/coordinate

28

COMPONENTS OF HEALTH-RELATED FITNESS

1. Cardiovascular Fitness (Aerobic Fitness) a. Definition: Stamina b. Ability of your body to maintain a continuous supply of energy to sustain exercise at approximately 75%

of your maximum effort. c. What does aerobic fitness do for me?

i. Metabolizes fat ii. Improved oxygen levels in the blood (and therefore, the brain!)

iii. Faster and cleaner removal of waste products from the blood iv. Stress level decreases

d. Systems involved: Circulatory & Respiratory – they must work together to provide sufficient oxygen to the muscles for aerobic metabolism.

i. Anaerobic Metabolism – our cells are starved for oxygen, so fat and carb-burning do not happen ii. Aerobic Metabolism – how our cells convert fat, carbohydrates and sometimes protein (in the

absences of fat or carbs) into useable energy (ATP). Aerobic metabolism ONLY happens in the presence of oxygen.

iii. Function 1. Fat and carbohydrates become units of cellular energy called ATP. 2. These nutrients are stored in the muscles and liver, but can only be stored in limited

amounts. 3. Burning protein for fuel is a slow and inefficient process 4. Aerobic metabolism is very efficient – produces 34 molecules of ATP from every

molecule of glucose whereas anaerobic metabolism only generates 2 molecules of ATP. a. What does this mean for what activities will help you lose weight?

iv. Significance 1. During the day, what type of metabolism does your body perform? 2. What does aerobic metabolism have to do with why we need water and oxygen all day? 3. Why do we need carbohydrates in our diet? 4. Since our body can metabolize protein for energy in the absence of carbohydrates, why

can’t I just eat a zero protein diet? 5. How can I expect to feel if my body is in aerobic metabolism while carbohydrates are

unavailable? 2. Strength

a. Definition: b. Strength is not only important for athletes, but for the average person in daily life as well. c. What types of daily activities require strength?

i. Lifting heavy backpacks ii. Using our legs to stand up from

a chair iii. Walking up/down steps to class

iv. * v. *

vi. *

d. Strength allows us to… i. Avoid injuries

ii. Maintain good posture (which keeps our organs from getting cramped) iii. Maintain our independence as we age

3. Flexibility a. Definition: movement available at the site of our joints (usually controlled by the length and elasticity of

our muscles b. Myth or Fact: Flexibility is not as important as strength or cardiovascular fitness c. What happens if we are not flexible?

i. Movement decreases

29

ii. Joints stiffen iii. Desire to move decreases as pain increases iv. Unable to participate in activities you previously found enjoyable v. Ability to perform certain skills/tasks becomes less skilled, more difficult or impossible

vi. Increased risk for injury d. How does flexibility help me?

i. Injury prevention ii. Improved posture

iii. Reduced low back pain iv. Maintenance of healthy joints v. Improved balance during movement

vi. Better chance of making it on ‘So You Think You Can Dance’. 4. Muscular Endurance

a. Definition: ability of a muscle to make repeated contractions over a period of time b. When do we use this?

i. Climbing stairs ii. Gardening

iii. Cleaning iv. Any repetitive behaviors. Can you think of more? v. What sports require muscular endurance?

1. Football (blocking again and again) 2. Racquet sports (repeated swing) 3. Baseball (repeated throwing) 4. Swimming (repeated stroke) 5. Can you name more?

5. Body Composition a. Definition: the amount of muscle, fat, bone, cartilage, etc. that makes up our bodies. b. What’s all the concern about Fat?

i. Main point of interest because everything else is ‘lean body mass or tissue’ ii. How much fat is too much?

1. The amount we carry varies from person to person 2. Healthy amounts vary with gender and age 3. Example: Health for a man is between 15-18%; for a woman is 20-25%

a. Why is a woman’s’ percentage higher but still considered healthy? 4. Excessive body fat can contribute to…

a. Heart disease b. Diabetes c. Joint injuries and chronic pain d. Muscle/Bone injuries and chronic pain

30

GROUP LAB NAMES: Period

DIRECTIONS: PROVIDE PROOF IN THE FORM OF A DEMONSTRATION FOR ONE OF THE THEORIES POSED BELOW USING THE INFORMATION PROVIDED ON SKILL-RELATED OR HEALTH-RELATED FITNESS.

1. Reaction Time is a crucial skill for driving an automobile, motorcycle, bicycle, skateboard, hover board or any other transportation device that you must control.

2. Diet alone will not serve to help a person maintain or lose weight.

3. Ballet lessons could make a wide-receiver on a football team a better player.

4. PE class during the day will help you concentrate better on a test, especially if the PE class is BEFORE the test.

5. Improved flexibility will decrease a sprinter’s 100 meter dash time.

6. Improved total body agility will make it more likely that a soccer player will maintain possession of the ball.

7. We would like to prove a theory of our own: (requires teacher approval) a. Our Theory:

31

INTRODUCTION TO WEIGHT/RESISTANCE TRAINING

KINESIOLOGY – PHYSIOLOGY OF MUSCLES – ISOMETRIC CONTRACTION – ISOTONIC CONTRACTION – ISOKINETIC CONTRACTION – MAXIMUM HEART RATE – OVERTRAINING – RECOVERY – TETANUS –

REST INTERVAL – REPETITIONS – SETS – CIRCUIT TRAINING – AEROBIC – ANEROBIC – ANTAGONISTIC MUSCLES – SYNERGISTIC MUSCLES – STABILIZING MUSCLES –

SPECIFICITY OF TRAINING –

WHY 3 SETS? MUSCLE FIBERS RUN DEEP

OVERLOAD TRAINING –

PROGRESSION -

P.E. Class

32

CREATING A SAFE WORKOUT SPACE: All weight rooms and public gyms are covered by rules of etiquette. These are rules that allow a person to continue their workout without delay. For example, if you are using two 45 lb. plates on a bar and the next person to use the equipment is a person who can’t lift that amount of weight, they may have to delay their workout to remove your equipment first. Therefore, during your rest period, it is common courtesy to remove your weights and allow the other person to do a set while you rest. It is also essential that you put your weights against the rack where no one can trip on them while you are rotating them in and back on the rack where people can find them (and they aren’t a tripping hazard) when you are finished using them. So, please follow the rules of etiquette as listed below: • Maintain a safe entrance/exit and traffic path • Rack all weights throughout the workout • Always have a spotter (lifting with a partner can be motivational!) • Keep it clean – bacteria growth/MRSA/contact dermatitis • Do not bang weight plates and do not pull pins when weight is above the stack • Use the safety features on treadmill… attach the safety shut off! If you fall, it’s your skin that will suffer

the burns! • Use proper seat setting on stationary bike… only a slight bend in the knee when your foot is in the

down position on the pedal • Posture is important to your back on the elliptical machine… head up, back straight. CHS WEIGHT ROOM EQUIPMENT

CARDIOVASCULAR MACHINES: o TREADMILL o ELLIPTICAL o STATIONARY BIKE

RESISTANCE TRAINING MACHINES - ISOKINETIC WORKOUT

o UPRIGHT ROW o LAT PULLDOWN o PEC FLYS o LEG EXTENSION o LEG CURLS

o SMITH MACHINE o BICEP CURL (2) o TRICEP EXTENSION o TRICEP DIP o ABDOMINAL MACHINE

RESISTANCE MACHINE – ISOTONIC WORKOUT

o PULLUP TRAINER o LEG PRESS (2) o HAMMER STRENGTH BENCH

PRESS

o HAMMER STRENGTH SQUAT MACHINE

o FREE WEIGHT INCLINE BENCH PRESS

FREE WEIGHTS: NOTE… A spotter is required for any exercise that uses a bar*

o Squat Racks* o Bench press* o Dumbbells o Bicep curl o Pull Ups

o Peg Board – NOT to be used without teacher consent

o MULTIMACHINE: PULLUPS, DIPS, CALF RAISES

CONESTOGA HIGH SCHOOL WELLNESS/FITNESS DEPARTMENT

33 Revised Spring/Summer 2014 MAM

COMMON WORKOUT MISTAKES

• Routine workouts – always train the muscle groups you use! You don’t need to lift to failure unless you’re a power lifter. Everyone needs some cardio and core – your heart and body will thank you!

• Living in the gym – GET OUTSIDE at least half of the time. You will have more intense workouts, get vitamin D from the sun resulting in healthier bones and skin (wear sunscreen!)

• Stretching cold muscles – get your muscles warm before you stretch them.

• Going long and slow to burn calories – if you want to burn calories, a shorter more intense workout is your best bet. For example – warm up at 65% of your Maximum Heart Rate, then do a 1–2 minute interval at 90-95% of your MHR, then return to your warmup rate before doing another interval. Repeat until you can no longer get to your 65% MHR in 1-2 minutes, then cool down.

• Ignoring weights – add 2 resistance training sessions each week – free weight, multi-joint workouts work best.

• Taking it TOO easy – a 2.5 mile run is great but if you never build on it, your progress will taper off. Ramp it up – slowly!

• Skipping Recovery – you MUST get 8 hours of sleep, stay motivated and have energy. If these aren’t working then you are not recovering from your workouts!

• Moving in One Plane – there are three planes of movement – forward, backward, side to side and rotational. If you don’t move in all three planes, some muscles don’t get a workout. The result will be slower progress as well as body imbalance and injury-prone muscles/joints because of muscle weakness.

• AB Obsession – overtraining your core will result in low back pain and muscle imbalance. Strengthen your low back, hips, quads/hamstrings and shoulders as well!

• Pretending you’re too busy – this is the #1 reason for not exercising – this is just lack of motivation. The best way to motivate is through competition. Sign up for a race or mudrun so you have to work out to achieve the goal.

• Not keeping score – track your personal bests – challenge yourself!

• Never train without consuming sufficient water and nutrients 2-3 hours prior to a workout. Fitness experts suggest 2.5 grams of carbs per pound of body weight per day. Healthy carbohydrates may include: Fruits, Brightly colored vegetables, Whole grains

What other common workout mistakes can you think of?

SOURCE: Outdoors Magazine



DISEASES… BEHAVIORS, PREVENTION,

DIAGNOSIS AND TREATMENT

RECOGNIZING THE BASICS AND TAKING ACTION…



SKIN CANCER AWARENESS WORKSHEET ASSIGNMENT Dear 16-year-old Me… https://www.youtube.com/watch?v=_4jgUcxMezM While watching the video, list as many facts as you can about the information presented in the space below: What habits have you developed that can either increase or decrease your chances for acquiring skin cancer?

https://www.youtube.com/watch?v=_4jgUcxMezM



THE PINK RIBBON A handsome, middle-aged man walked quietly into the cafe and sat down. Before he ordered, he couldn't help but notice a group of younger men at the table next to him. It was obvious they were making fun of something about him, and it wasn't until he remembered he was wearing a small pink ribbon on the lapel of his suit that he became aware of what the joke was all about. The man brushed off the reaction as ignorance, but the smirks began to get to him. Finally, he looked one of the rude men square in the eye, placed his hand beneath the ribbon and asked, quizzically, "This?" With that the men all began to laugh out loud. The man he addressed said, as he fought back laughter, "Hey, sorry man, but we were just commenting on how pretty your pink ribbon looks against your blue jacket!" The middle aged man calmly motioned for the joker to come over to his table, and invited him to sit down. As uncomfortable as he was, the guy obliged, not really sure why. In a soft voice, the middle aged man said, "I wear this ribbon to bring awareness about breast cancer. I wear it in my mother's honor." “Oh, sorry dude. She died of breast cancer?" "No, she didn't. She's alive and well. But her breasts nourished me as an infant, and were a soft resting place for my head when I was scared or lonely as a little boy. I'm very grateful for my mother's breasts, and her health." "Umm," the stranger replied, "Yeah." "And I wear this ribbon to honor my wife", the middle aged man went on. "And she's okay, too?" the other guy asked. "Oh, yes. She's fine. Her breasts have been a great source of loving pleasure for both of us, and with them she nurtured and nourished our beautiful daughter 23 years ago. I am grateful for my wife's breasts, and for her health." "Uh huh. And I guess you wear it to honor your daughter, also?" "No. It's too late to honor my daughter by wearing it now. My daughter died of breast cancer one month ago. She thought she was too young to have breast cancer, so when she accidentally noticed a small lump, she ignored it. She thought that since it wasn't painful, it must not be anything to worry about." Shaken and ashamed, the now sober stranger said, "Oh, man, I'm so sorry mister." "So, in my daughter's memory, too, I proudly wear this little ribbon, which allows me the opportunity to enlighten others. Now, go home and talk to your wife and your daughters, your mother and your friends… and here…" The middle-aged man reached in his pocket and handed the other man a little pink ribbon. The guy looked at it, slowly raised his head and asked, "Can you help me put it on?"

Reproductive Cancers



REPRODUCTIVE CANCER PREVENTION NAME:

DISEASES/CONDITIONS OF THE FEMALE REPRODUCTIVE SYSTEM

1. YOUR TEACHER WILL EXPLAIN AND DEMONSTRATE ON THE MODEL (OR SHOW A VIDEO IF THE

MODELS ARE NOT AVAILABLE DURING YOUR CLASS) OF HOW A BREAST SELF-EXAM SHOULD BE

PERFORMED. IN THE SPACE BELOW, DESCRIBE THE PROPER WAY TO PERFORM A BREAST SELF-

EXAM.

2. HOW MANY LUMPS DID YOU FIND IN THE BREAST MODEL?

3. MOST LUMPS THAT WOMEN FIND ARE .

4. WHEN SHOULD YOU BEGIN BREAST SELF-EXAMS AND HOW OFTEN SHOULD YOU DO THEM?

5. WHAT OTHER REPRODUCTIVE CANCERS ARE COMMON TO WOMEN?

6. WHAT IS THE NAME FOR A PHYSICIAN WHO DEALS WITH DISEASES AND CONDITIONS OF THE

FEMALE REPRODUCTIVE SYSTEM?

7. WHAT IS THE FIELD THAT A DOCTOR ENTERS IF THEY CHOOSE TO WORK WITH PREGNANCY AND

BIRTH?

8. WHY IS IT IMPORTANT THAT FEMALES KNOW ABOUT THE MALE REPRODUCTIVE SYSTEM AS WELL

AS THEIR OWN?



REPRODUCTIVE CANCER PREVENTION NAME:

DISEASES/CONDITIONS OF THE MALE REPRODUCTIVE SYSTEM

1. YOUR TEACHER WILL EXPLAIN AND DEMONSTRATE ON THE MODEL (OR SHOW A VIDEO IF THE

MODELS ARE NOT AVAILABLE DURING YOUR CLASS) OF HOW A TESTICULAR EXAM SHOULD BE

PERFORMED. IN THE SPACE BELOW, DESCRIBE THE PROPER WAY TO PERFORM A TESTICULAR SELF-

EXAM.

2. HOW MANY LUMPS DID YOU FIND IN THE TESTICULAR MODEL?

3. MOST LUMPS MEN FIND WILL LIKELY BE .

4. TESTICULAR CANCER RATES IN TEENAGE MALES ARE (RISING OR DECLINING) .

5. WHEN SHOULD YOU BEGIN TESTICULAR SELF-EXAMS AND HOW OFTEN SHOULD YOU DO THEM?

6. WHAT OTHER REPRODUCTIVE CANCERS ARE COMMON TO MEN?

7. WHAT IS THE NAME FOR A PHYSICIAN WHO DEALS WITH DISEASES AND CONDITIONS OF THE MALE

REPRODUCTIVE SYSTEM?

8. WHAT IS THE FIELD THAT A DOCTOR ENTERS IF THEY CHOOSE TO WORK WITH PREGNANCY AND

BIRTH?

9. WHY IS IT IMPORTANT THAT MALES KNOW ABOUT THE MALE REPRODUCTIVE SYSTEM AS WELL AS THEIR OWN?



WEBQUEST: HIV/AIDS NAME: PERIOD: DIRECTIONS: Go to this website… http://www.cdc.gov/hiv/basics/whatishiv.html Summarize the information you find by answering the following questions…

1. What does HIV stand for and what is the disease?

2. Where did it come from? Explain.

3. Name and describe each stage of HIV infection.

a. Stage 1:

b. Stage 2:

c. Stage 3:

4. How does a person know if they have HIV?

5. Is there a cure for HIV? Explain.

http://www.cdc.gov/hiv/basics/whatishiv.html



WEBQUEST 2: HIV in America Name: Period: DIRECTIONS: Go to this website… http://www.cdc.gov/hiv/basics/whatishiv.html Summarize the information you find by answering the questions below…

1. How many people become infected with HIV each year in the United States?

2. How many people are living with HIV in the United States?

3. Do people still die from HIV?

4. Do parts of the country have more HIV than other parts?

5. What about HIV around the world?

6. Based on the research above, do you believe HIV infection is still a concern in the United States? Do you think others would agree with you? Why or why not?

http://www.cdc.gov/hiv/basics/whatishiv.html



REPRODUCTIVE DISEASE: TECH CHECK COMPETITION

How fast can you find complete and accurate health information? Let’s find out! You will be assigned to a group. You may use your personal device and/or devices provided by your teacher. Once in your group, assign roles: researchers, recorders, fact-checkers, time keeper. In twenty minutes, research as many other diseases (other than the ones we’ve discussed on previous pages) of the male and female reproductive system as you are able and write the information you find on the pages the follow in the space provided. Be sure to cite all sources. For each disease, you must note the following information for the disease research to be “complete”:

what it is (be sure to identify if it is found in males, females or both)

how it’s transmitted

signs/symptoms

how it’s diagnosed

how it’s treated

the prognosis for recovery How do you know a website is a “reliable” source for health information? All students will receive a grade for this assignment, but not all will receive the “Champion Researcher Trophy”. This trophy is accompanied by bonus points (and bragging rights) for the team that wins it. It is important to note, that it is not about being the team with the longest list, but the team who has the longest list with the most complete and accurate information from reliable sources. Questions? Ready… set… GO!

*Note: Extra pages are available from your teacher if you need them!



REPRODUCTIVE DISEASE #1:

DEFINITION:

TRANSMISSION:

SIGNS/SYMPTOMS:

DIAGNOSIS:

TREATMENT:

PROGNOSIS:


DEFINITION:

TRANSMISSION:

SIGNS/SYMPTOMS:

DIAGNOSIS:

TREATMENT:

PROGNOSIS:




DEFINITION:

TRANSMISSION:

SIGNS/SYMPTOMS:

DIAGNOSIS:

TREATMENT:

PROGNOSIS:


DEFINITION:

TRANSMISSION:

SIGNS/SYMPTOMS:

DIAGNOSIS:

TREATMENT:

PROGNOSIS:



Quit Making Left Turns By Michael Gartner

My father never drove a car. Well, that’s not quite right. I should say I never saw him drive a car. He quit driving in 1927, when he was 25 years old, and the last car he drove was a 1926 Whippet. “In those days,” he told me when he was in his 90s, “to drive a car you had to do things with your hands, and do things with your feet, and look every which way, and I decided you could walk through life and enjoy it or drive through life and miss it.” At which point my mother, a sometimes salty Irishwoman, chimed in, ”Oh, bull----!” she said. “He hit a horse.” “Well,” my father said, “there was that, too.” So my brother and I grew up in a household without a car. The neighbors all had cars—the Kollingses next door had a green 1941 Dodge, the VanLaninghams across the street a gray 1936 Plymouth, the Hopsons two doors down a black 1941 Ford—but we had none. My father, a newspaperman in Des Moines, would take the streetcar to work and, often as not, walk the 3 miles home. If he took the streetcar home, my mother, brother and I would walk the three blocks to the streetcar stop, meet him and walk home together. My brother, David, was born in 1935, and I was born in 1938, and sometimes, at dinner, we’d ask how come all the neighbors had cars but we had none. “No one in the family drives,” my mother would explain, and that was that. But, sometimes, my father would say, “But as soon as one of you boys turns 16, we’ll get one.” It was as if he wasn’t sure which one of us would turn 16 first. But, sure enough, my brother turned 16 before I did, so in 1951 my parents bought a used 1950 Chevrolet from a friend who ran the parts department at a Chevy dealership downtown. It was a four-door, white model, stick shift, fender skirts, loaded with everything, and, since my parents didn’t drive, it more or less became my brother’s car. Having a car but not being able to drive didn’t bother my father, but it didn’t make sense to my mother. So in 1952, when she was 43 years old, she asked a friend to teach her to drive. She learned in a nearby cemetery, the place where I learned to drive the following year and where, a generation later, I took my two sons to practice driving. The cemetery probably was my father’s idea. “Who can your mother hurt in the cemetery?” I remember him saying more than once. For the next 45 years or so, until she was 90, my mother was the driver in the family. Neither she nor my father had any sense of direction, but he loaded up on maps—though they seldom left the city limits—and appointed himself navigator. It seemed to work. Still, they both continued to walk a lot. My mother was a devout Catholic, and my father an equally devout agnostic, an arrangement that didn’t seem to bother either of them through their 75 years of marriage. Yes, 75 years, and they were deeply in love the entire time.



He retired when he was 70, and nearly every morning for the next 20 years or so, he would walk with her the mile to St. Augustin’s Church. She would walk down and sit in the front pew, and he would wait in the back until he saw which of the parish’s two priests was on duty that morning. If it was the pastor, my father then would go out and take a 2-mile walk, meeting my mother at the end of the service and walking her home. If it was the assistant pastor, he’d take just a 1-mile walk and then head back to the church. He called the priests “Father Fast” and “Father Slow”. After he retired, my father almost always accompanied my mother whenever she drove anywhere, even if he had no reason to go along. If she were going to the beauty parlor, he’d sit in the car and read, or go take a stroll or, if it was summer, have her keep the engine running so he could listen to the Cubs game on the radio. In the evening, then, when I’d stop by, he’d explain: “The Cubs lost again. The millionaire on second base made a bad throw to the millionaire on first base, so the multimillionaire on third base scored.” If she were going to the grocery store, he would go along to carry the bags out—and to make sure she loaded up on ice cream. As I said, he was always the navigator, and once, when he was 95 and she was 88 and still driving, he said to me, “Do you want to know the secret of a long life?” “I guess so,” I said, knowing it probably would be something bizarre. “No left turns,” he said. “What?” I asked. “No left turns,” he repeated. “Several years ago, your mother and I read an article that said most accidents that old people are in happen when they turn left in front of oncoming traffic. As you get older, your eyesight worsens, and you can lose your depth perception, it said. So your mother and I decided never again to make a left turn.” “What?” I said again. “No left turns,” he said. “Think about it. Three rights are the same as a left, and that’s a lot safer. So we always make three rights.” “You’re kidding!” I said, and I turned to my mother for support. “No,” she said, “your father is right. We make three rights. It works.” But then she added, “Except when your father loses count.” I was driving at the time, and I almost drove off the road as I started laughing. “Loses count?” I asked.



“Yes,” my father admitted, “that sometimes happens. But it’s not a problem. You just make seven rights, and you’re okay again.” I couldn’t resist. “Do you ever go for 11?” I asked. “No,” he said “If we miss it at seven, we just come home and call it a bad day. Besides, nothing in life is so important it can’t be put off another day or another week.” My mother was never in an accident, but one evening she handed me her car keys and said she had decided to quit driving. That was in 1999, when she was 90. She lived four more years, until 2003. My father died the next year, at 102. They both died in the bungalow they had moved into in 1937 and bought a few years later for $3,000. Sixty years later, my brother and I paid $8,000 to have a shower put in the tiny bathroom—the house had never had one. My father would have died then and there if he knew the shower cost nearly three times what he paid for the house. He continued to walk daily—he had me get him a treadmill when he was 101 because he was afraid he’d fall on the icy sidewalks but wanted to keep exercising—and he was of sound mind and sound body until the moment he died. One September afternoon in 2004, he and my son went with me when I had to give a talk in a neighboring town, and it was clear to all three of us that he was wearing out, though we had the usual wide-ranging conversation about politics and newspapers and things in the news. A few weeks earlier, he had told my son, “You know, Mike, the first hundred years are a lot easier than the second hundred.” At one point in our drive that Saturday, he said, “You know, I’m probably not going to live much longer.” “You’re probably right,” I said. “Why would you say that?” He countered, somewhat irritated. “Because you’re 102 years old,” I said. “Yes,” he said, “you’re right.” He stayed in bed all the next day. That night, I suggested to my son and daughter that we sit up with him through the night. He appreciated it, he said, though at one point, apparently seeing us look gloomy, he said, “I would like to make an announcement. No one in this room is dead yet.” An hour or so later, he spoke his last words, “I want you to know,” he said, clearly and lucidly, “that I am in no pain. I am very comfortable. And I have had as happy a life as anyone on this earth could ever have.” A short time later, he died. I miss him a lot, and I think about him a lot. I’ve wondered now and then how it was that my family and I were so lucky that he lived so long. I can’t figure out if it was because he walked through life,



or because he quit taking left turns. Life is too short to wake up with regrets. So love the people who treat you right. Forget about those who don’t. Believe everything happens for a reason. If you get a chance, take it. If it changes your life, let it. Nobody said life would be easy, they just promised it would most likely be worth it. About the author: Michael Gartner, is an editor of newspapers large and small. He is president of NBC News. In 1997, he won the Pulitzer Prize for editorial writing.

REFLECTION: What was your favorite quote from this editorial and why? What did you learn about living life from this couple who lived such long lives? … about aging? … about marriage?... about true love?... about being a son/daughter?



Teacher Option: The Aging Mini-Project Not all elderly people are “grumpy old men” or “grumpy old women”. To prove that point, your task is to create a collage of what it means “to live a long, happy and healthy life”… Your collage must be/include…

A diverse array of photos of elderly people interacting with others of varying ages, cultures, genders, etc.

Demonstrate your understanding of the “beauty” in aging.

Display words and/or phrases that enhance your level of awareness and understanding.

Demonstrate creativity and craftsmanship in its layout and design.

Demonstrate an awareness and understanding of the topic. Your collage must fit on one power point slide/keynote slide Your collage must be uploaded to Synergy no later than



NAME PERIOD

GROUP ACTIVITY – Your teacher will guide you through this activity using a power point. Follow along and with your group, answer the questions on YOUR worksheet when prompted to do so. There WILL be a time limit on some parts of the worksheet, so pay close attention to instructions. Definition of Environmental Health – Brainstorming Activity:

AIR –

SUN –

WATER –

FOOD –

WEATHER –

WILDLIFE/HUMANS –



SHARE: FINDING SOLUTIONS: PREVENTION: TREATMENT: APPLICATION: PHYSICAL: MENTAL/EMOTIONAL: SOCIAL:



STAYING SAFE IN EXTREME WEATHER

F0 - Minor Tornado

- Wind speed up to 72 mph (up to 32 meters per sec.)

F1 - Moderate Tornado

-Wind speed 73 - 112 mph (33 - 50 meters per sec.)-Roof shingles peeled back, moving automobiles pushed off

roads.

F2 - Significant Tornado

-Wind speed 113 - 157 mph (51 - 70 meters per sec.)-Roofs torn from large frame houses, large trees snapped

off (this is not the same as being uprooted).

F3 - Severe Tornado

-Wind speed 158 - 206 mph (72 - 94 meters per sec.)-Roofs and some walls torn from well-constructed

buildings, heavy cars lifted from ground.

F4 - Devastating Tornado

-Wind speed 207 - 260 mph (95 - 118 meters per sec.)-Well constructed houses leveled, structures blown a

distance off foundation.

F5 - Incredible Tornado

-Wind speed 261 - 318 mph (119 - 143 meters per sec.-Strong frame houses lifted from foundations. Ground

swept clean of debris

F6 - Inconceivable Tornado

-Wind speed 319 - 379 mph (145 - 172 meters per sec.)-Because of F 4/5 winds around the intense tornado

vortex the

F6 damage is not identifiable, so the highest tornado rating used is F5.



WATER, WATER EVERYWHERE – HOW CAN WE CLEAN OURS?!

Life Savehair Mats TM

This demo was conducted with 1 quart of used motor oil (comparable to crude oil) and 1 sq ft Life Savehair Mat

TM.

Time Lapsed - 00:00:01



This mat recovered 1 quart of motor oil & can be reused at least 15 more times - absorbs over 100 times it's

weight.

unit 1 physical health€¦ · physical health: 1 yes no i get at least 8 hours of sleep each night...

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