Title: Silent Telephone…(author unknown)

Topic: Communication, Critical Thinking,

Level: All

Time: 10 to 20 minutes, depending on the size of the group.

Materials: None

Procedures: *Ask for volunteers from the group (7 to 10) will do*Have them line up in a straight line in the front or along the side of the classroom.*Explain that you will be sending a message down the line of the students. However, this message will be in a non-verbal format. Participants will not be allowed to speak or use any props other than their own bodies. They will be asked to turn around and face the opposite direction away from the facilitator. The person in front of them will tap them on the shoulder and they are to turn toward the person sending the message. Each person’s job is to receive the message from the person in front of them and to send the message on to the next person. *Have the line up face away from the facilitator.*Tap the first person in line on the shoulder and they should turn and face the facilitator.*Act out the following 6 motions…

1. Jumping Jacks2. Bowling3. Throwing a football4. Dealing cards5. Fingers in ears/stick out tongue6. Shake the person’s hand

*Have person send this message (one at a time) down the line of volunteersFollow-up discussion…*Once completed, ask the non-participants, the peanut gallery, (to stop laughing) and have them describe what they saw happened.* Ask the volunteer participants to describe how they felt* Ask last person in line to demonstrate the message they received.* Demonstrate the original message

Wrap up the activity by asking what can be done to promote clearer communication.

Title: Pro and Con Chairs

Topic: Communication, Family Life, Pedagogy (teaching Role Playing)

Level: Middle School and up…

Time: Variable

Materials: Two chairs

Procedures: Since every issue has two sides to it, this exercise is a convenient way to engage students in a discussion. Place two chairs in front of the room. Instruct the class that the chair on the right represents the “PRO” side of an argument. The chair on the left represents the “CON” side of the same argument. Let the class know that they are all invited to speak on an issue. They are to say one thing good (in support of) the issue, and one thing bad (in opposition to) the issue. Examples… An advantage of being male, An advantage of being female,

The parking situation at school,The legal drinking age,

The list can go on. The facilitator should assemble a series of statements pertaining to the unit they are addressing and have students one at a time, come up to the chairs and speak their mind. (Remember the hand rule!) All students must speak on each side of the issue.You can call on students, have them come up by rows, or let it be a free for all.

Ask students to come up with their own questions.

The cleaver teacher will pose questions that are tied into the discussion topics of the class.

Title: The Dimensions of Wellness: A forced choice activity (author unknown)

Topic: Wellness

Level: Middle School through adult

Time: 20 minutes

Materials: Signs with the one of the dimensions of wellness printed on themPhysicalEmotionalSocialSpiritualIntellectualEnvironmentalVocational

Procedures: Define each dimension of wellness. As you are doing this, tape a sign for that dimension on the wall of the room. Let the group know that you are going to ask them a question and they are to answer the question by standing by the sign of the dimension of wellness posted on the wall.

The questions asked should go from general to specific. 

1. Which dimension is most important to you now?2. Thinking of someone who is significant in your life, which dimension do you think they would say is most important to them? 3. Which dimension was stressed the most in the household you grew up in?4. Five years ago which dimension was most important to you?5. Five years from now, which dimension do you think will be the most important?6. When you think of a special friend, (boyfriend, girlfriend), what dimension is most important?7. What dimension would be affected the most by an unplanned pregnancy?8. What dimension would be affected the most by drug abuse?(feel free to add to this list...)I usually try to stop between each question and ask why they are standing where they are, and encourage anyone in the room to ask any question to anyone, (as long as they can be polite)

 . At the conclusion, you will notice that some students want to be in more than one

area. They are “tweeners”. Actually in wellness, we are tweeners between all dimensions. In fact, wellness recognizes that all dimensions interact with each other on a continual basis.

 

Title: What is Essential? (R. Kaplan, etal, Group Strategies in Understanding Human Sexuality, Getting in Touch, p.109)

Topic: Family Life

Level: Middle school and up

Time: Varied

Materials: Paper and pen for each participant, Chalk Board or poster paper

Procedure: This is an effective discussion starter. Ask students to write down an individual list of 5 things they feel are essential for the success of a relationship. Make sure they have them written down. Once this has been completed, divide your large group into small groups of 3 to 5 students. Instruct each group that they are to come up with their own group list of what they feel is essential for the success of a relationship.

Once this is completed, have each group write their list on the board or on a poster paper and place it on the wall of the room.

Give each group the opportunity to discuss their list. Allow the rest of the members in the class the opportunity to ask the presenting group why they included the information they did.

Can you come up with one class list of 5? This usually leads to an interesting discussion of values…

Title: Life Line… (author unknown)

Topic: Wellness/Change

Grade: Elementary through College

This activity leads to a linear depiction of the changes we experience in life.

Ask students to construct a horizontal line on a piece of paper. While they are doing this, the facilitator should be drawing one on the board.(This can also be done on continuous feed computer paper and taped to the wall)

Ask the class “When does life begin?” (This may start a debate…Students often fall at either conception or birth or somewhere in between. Depending on the age/maturity and grade level, this may be a good time to discuss the stages of fetal growth. The topic of abortion may also come up. It should be noted that within about 9 months of fetal development, growth develops from one fertilized egg cell at conception to between 1 and 3 trillion cells at full gestation.

-Label the left side of the line as Conception/Birth….

O…….___________-____________-____________-______________78+/-Conception/Birth Death

Ask the class what happens at the other end of the line?

The idea of death with come up.

If age appropriate…Ask what happens when a person dies?This should also create a lively discussion in the class.

Discuss longevity….The average person lives to about 78 years.Have students label the right side of their line with Death-78+/_Ask the class who lives longer…Men or Women? Why

Ask students how long they want to live?

This is a good time to discuss what leads to long life. What are the leading causes of death? What health behaviors lead to these causes of death?

Discuss that genetics, the environment and health care are all important contributing factors; however life style is the dominant factor (53%).

Ask students to try to think back to their first memory. Can they remember live before school aged?

Kindergarten? 3rd grade? 6th grade/ 8th grade/ 10th grade? Graduating HS?

Have the students label their Life Line proportionally

Ultimately, you should be able to see that about the only thing we can be guaranteed of in live is CHANGE.

Students may what to discuss this in class or as a reflective writing assignment.

Title: Helium Stick (Gene White, EDA conference)

Topic: Cooperation/Communication/Problem Solving

Level: 6-12

Time: 5-10 minutes

Materials: One long light stick (like one used for a tent)

Procedures:

1) Have students stand across from each other in alternating fashion.X X X X X X X X X X

2) Each person's hands should also be alternating with the people next to and across from them. So, one person should never have their hands without another person having a hand between theirs.

3) Teacher places a long, light, straight stick across the top of everyone's fingers. This should be at about waist height.

4) The teacher tells everyone that the stick will now be filled with helium.

5) The students are now told them must lower the stick to the ground. However, they must ALWAYS have contact with the stick. If some of the fingers are lowered beneath the stick they must start over. They may also NOT grab the stick.

6) The stick will generally raise into the air. Bring it back down and discuss how they can do this. They must learn to work together and communicate in order to be successful.

7) Discuss how they were able to accomplish this goal and what types of communication and cooperation were needed.

Title: Candy bowl

Topic: Introduction to peer pressure/resistance skills

Level: 6-12

Time: 10-15 minutes

Materials: large bowl of candy, about 4 confederates from the class

Procedures:

1) Prior to class you talk to about 4 students who are trustworthy and able to do a little acting. Try to choose one who is an extrovert and pushes the limits on occasion. Another student should be one who really sticks to the rules. One should be a bit of a leader in the class. And the other can be just one of the average students in the class. These students are going to "steal" some of your candy.

2) Tell the class they are going to be playing a game today and you are going to use some candy as prizes.

3) Then get called out of the classroom (or say you forgot something).

4) Prior to departure you tell them not to eat any candy and that you will be back shortly.

5) At this point the pre-selected students know they are suppose to "steal" some of the candy. Again, they must be instructed to do it naturally - just tell someone in the front to throw them a piece - or just get up and sneak a piece.

6) Come back to the room after about 2-3 minutes.

7) Explain that you had asked the specific students to "steal" the candy when you left. Ask how many other people also chose to take some. Explain that you do not care, but this was a demonstration of what peer pressure really is. Peer pressure is not just being able to resist something when someone asks you to do something, but it is really one's ability to not just "follow the crowd". Explain that this is a natural tendency of people as we are social animals and it helps us blend into our surroundings and helps us make friends. However, it is important that we also recognize that it is crucial not to go against our morals and our ethics.

8) Great discussion can follow even if nobody else takes any candy.

Title: Just Because poems (author unknown, strategy: Alisa Santowasso)

Topic: Stereotypes

Level: 6-12

Time: class period

Materials: "Just Because" rubric and examples

Procedures:

1) Provide students with the basic structure:Just because …Doesn't mean …It does mean …Just because…Is there a place at the table for me.

2) Read a couple of poems (attached).

3) Allow students time to write poetry (assisting if needed)

4) Allow students to share poems - discuss as necessary.Just because I do well in schoolDoesn't make me feel less stupidWhen I am wrong.It doesn't mean that when I do my homework my home works.When I pass a testIt doesn't mean that I'm notFailing in life.Just because I do well in school Doesn't mean I don't face challengesBut it does mean that I am willing toSacrifice in order to secure my future.Is there a place at the table for me?

Just because I am gay Doesn't mean I can't play "manly" sportsLike football and wrestling.It doesn't mean that I am feminine or "girlie".I lift weights and have a "buffed out" body.

It doesn't mean that I want to be a hairdresser, or perform in Broadway musicals.I am planning on becoming a college graduate, aDoctor, and someday maybe even a dad.It doesn't mean that purple is my Favorite color.I don't like rainbows or triangles.I think our symbol should be A spike-studded helmet orA Harley-Davidson motorcycle.But it does mean that I like men and thatMy sexuality alone does not define me.Is there a place at the table for me?

Just because I am BlackDoesn't mean I am athletic - I hate to run.It doesn't mean I am uneducated - I happen to be a straight A student.Just because you see me coming, doesn't meanYou should rush to the other side of the streetI am not dangerous - I am kind, and loving.Just because I'm Black, doesn't mean thatAll of my ancestors are from AfricaI am part Native American, and part Irish.Being Black doesn't mean I use my raceAs an excuse for my mistakes.But is does give me hope, courage, and strength.Is there a place at the table for me?

Just because I'm WhiteDoesn't mean thatI've had everything handed to meOn a silver platter.I have had certain privilegesBut I have also worked hard to create My own opportunities.It doesn't meanI'm racist or a While supremacist.But, I do have pride in my origins-I think everyone should.Just because I'm White doesn't mean thatI believe in White PowerI believe in Black Power, Mexican Power,And Asian Power…People Power.Is there a place at the table for me?

Title: Puzzles

Topic: Problem solving or within any unit

Level: K-12

Time: 5 minutes to an entire class period

Materials: Variety of puzzles/creativity

Procedures:

1) The more realistic and enjoyable you make them the better they are. They must also be challenging, but not too difficult.

2) The types and uses are endless.

Examples:

Triplets (word)Bran, meal, bread (could be oat or corn)Hydro, solar generator (could be power or electric)Cardiac, smooth, striated (muscle)

Triplets (theme)Tomato, carrot, cucumber (vegetables)Communication, trust, respect (relationships)Jogging, swimming, bicycling (aerobic activities)

RiddlesI am a vegetable that tastes great but should be avoided. What am I? (French fries)In small amounts I am good, in large I am bad, whether in the food or as a pad. What am I? (butter)

Lateral thinking (a type of logic puzzle - students may ask yes/no questions)A young family went to a fireworks display with their baby. During the display they learned something about their baby they upset them some. What did they learn? (child is deaf)Several people are waiting for someone else to do something for them that is usually very easy for them. Why? (It is night and the power went out and a blind person is leading them out of the building) - to teach a disability is not always a handicap.

CryptogramsMomatbcm, esxxsf dgm essh ijaklbh, hsp’d clsqm, kph fmka jswa cmkdzmxd ds xbnm k xspr kph gmkxdgj xbem (Exercise, follow the food pyramid, don’t smoke, and wear your seatbelt to live a long and healthy life.)

Chunks and scrambled sentences[t fi] [ay.] [ of] [d v] [ea] [ings] [tabl] [ fru] [ve s] [its] [erv] [a d] [ege] [ an] [es ] (Eat five servings of fruits and vegetables a day)

prevent life cardiovascular forms exercise improves onset of disease stroke adult helps diabetes quality cancer one’s and of some (Exercise helps prevent some forms of cancer, cardiovascular

disease, adult onset diabetes, stroke, and improve one’s quality of life.)

Odd one outCigarettes, genetics, lead exposure, sun (lead exposure - not a cause of cancer)Cow belches, water pollution, burning fossil fuels, termites (water pollution - not one of the leading causes of global warming)Cancer, Homicide, Suicide, Accidents (The question for the students is "the top three leading causes of death in those 15-19" the answer is: Cancer)

Logic3 people with 3 different snacks. No person has the same number of any snack. Using the clues tell determine who has which snack

Betty has more apples than Andy Andy has more cookies than Betty Both Andy and Betty have more than one soda The person with two sodas has three cookies

(Betty has 2 apples, 1 cookie, and 3 sodasAndy has 1 apple, 3 cookies, and 2 sodasSo the last person must have 3 apples, 2 cookies, and 1 soda) From here you can discuss healthy snacking - what substitutes could be made, etc.

Title: Magic

Topic: Introduction to many content areas orProblem solving

Level: All

Time: 5-20 minutes

Materials: 1 or more magic trick(s)

Procedures:

For introduction to a unit (ex. Disease prevention):

1) Perform trick for class (ex. disappearing quarter)

2) Ask them what happened. Then follow up with what they perceived.

3) Explain that magic works because it plays with a person's perception of the situation. The trick is to get the audience to perceive something is true when in reality

something else is the truth.

4) This leads to a discussion about how accurate our perceptions are. This is tied to disease prevention (especially effective for STD's/STI's) when the discussion is directed toward why someone may choose not to use protection. People have a tendency to say, "Oh, they look healthy, they are attractive, there is no way they would be infected." Stress that since many STD's/STI's are asymptomatic that it is very possible the person may not even know they are infected. Therefore, the magic trick illustration can be applied to both parties - what they see is not necessarily the truth.

For problem solving

1) Demonstrate a series of magic tricks to the students (ex. cups and balls, disappearing quarter, spokes through half dollar, colors in box).

2) Put students into groups of 4-5 and have them problem solve how the trick is done. Once they have figured it out they may demonstrate it for the rest of the class. Obviously, you would provide them with some problem solving techniques to help with this.

“Anti-Drug Rap” ActivityTopic: Alcohol, Other Drugs and TobaccoTime: 1-2 class periodsLevel: Middle-High SchoolMaterials: Class Notebooks, Drug Graphic OrganizerAim: This activity is a contemporary way to afford students an opportunity to write creatively. National Health Standards:Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health (Alcohol, Tobacco & Other Drugs)Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks (Writing & Performing Rap) Rap/Poem Activity Procedure:

1. Teach Oxycontin Content 2. Students will complete a graphic organizer to meet the criteria (see attached) 3. Students will write their rap/song/poem using the graphic organizer4. Students will share their rap/song/poem to the class(Collaborative Pairs)5. Students may upload video to teachertube.com (optional)

Teaching Tips:1. Give students an example of anti-drug rap2. Make sure the activity criteria is specific and reflective of lesson3. Encourage students to be creative, all answers reflect healthy, safe and legal choices4. The activity may be modified by giving each row in the class a specific drug

Rap Activity Graphic Organizer Criteria:1. Drug Name2. Drug Description3. Drug Terms4. Illegal/Legal?5. Two Unhealthy Effects of Selected Drug Use6. Two Unhealthy Results of Selected Drug Use7. Anti-Drug Resource8. I will not use (selected drug name) because statement

Anti-Oxycontin Rap Example: Written by Aleecia King

Oxycontin isn’t that coolIf you take it you’ll be a fool

Sooner or later you will become addictedRight after that you will be evicted

All of your money will be goneAnd you will feel very withdrawnVomiting and sweating is no fun

It is something that can never be undone.Your head will be spinning and you might see starsYou’ll do something unsafe and end up with scars

They call it blue and sometimes killerYou never want to get it from a drug dealer

When prescribed to you by a physicianYou won’t be put in a bad position

When you go to drugfree.orgYou will find information so you don’t end up in the MORGUE!

I will not illegally use Oxycontin because________________________________

Unhealthy Effects Drug Description

Unhealthy Results

Slang Terms

Legal/Illegal?

Resource

Drug Name

“Human Body Inc.” ActivityFinal group presentation may include drawn visuals or Power-Point presentation

Topic: Body SystemsLevel: Middle-High SchoolTime: 1-2 class periodsMaterials: Computers, Class NotebooksAim: This activity allows the students to work cooperatively to create a plan supporting body system knowledge.National Health Standards:

Standard 1: Students will comprehend concepts related to health promotion and disease prevention. (Personal Health Unit)

Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health. (Discussing and Writing about their selected body system)

Human Body Inc. Final Project Procedure:

You work at the Human Body Inc. Company. Body system department layoffs are occurring in the company due to financial difficulties. You and your team must work together to make sure that your department is not eliminated.

Use learned body system knowledge in addition to independent research to write a persuasive letter giving specific reasons to prove to management your department should not be cut. Give specific reasons your “body system” is the most valuable system.

Example: Discuss ways your system helps to keep the rest of the body running smoothly?

Human Body Inc. Activity Steps:

1. Teach body systems information2. After students complete individual body system questions, assign them into groups of 3

give a specific body system to each group. (Collaborative teams)3. Students must write and illustrate using a model the parts of their system and explain its

functions. (Writing Prompt and Models)Include information discussing if your system were to fail, how other systems will be negatively affected.

4. Recommend steps which Human Body, Inc. can take to ensure success. (Peer teaching and Model/Writing Prompt)

5. Present your argument to System Operations verbally and in writing. (Peer Teaching and use Models)

6. Include a reference list with at least 2 websites, and 2 library book entries.

Body Systems/ Human Body Inc. Departments:

1. Nervous System2. Circulatory3. Respiratory4. Digestive5. Skeletal6. Muscular7. Endocrine8. Urinary

Teaching Tips: View Osmosis Jones video prior to completing the activityEach group will decide which member will complete designated role/assignment

segment.

Individual Roles: (Collaborative Teams/Peer Teaching and Models)

1. Systems OperatorHow does your system work, what other systems work with your system, which organs or bones are important, how do you keep this system healthy?

2. System PhotographerFinds pictures of each system, tells systems apart from each other, explains and teaches team members how to differentiate between systems, gathers of materials for visual representation of system.

3. System DesignerOrganizes information onto a PowerPoint or a visual presentation, includes information about other systems, and makes sure the task questions are answered.

Group Roles: (Collaborative Teams)Each member of the group is responsible for the following roles:

1. System ControlMakes sure each group member is on task, keeps records of resources, keeps information gathered at end of work day, designs plans for future health of company.

2. System ExplorationUse websites and research books for supporting information of the selected body system.

“Persuasive Letter” Criteria:

1. Persuasive letter (Writing Prompt) How will your “Body System” support growth and development of the Human Body Inc.Company?

Your letter must include; your plan for a healthy company based on how your system works, what other systems work with and need your system, which organs or bones are important to your system, ways to keep your system healthy?

2. Include supporting visuals and/or PowerPoint with at least 5 pictures of your system3. Present your plan to save your Body System Department to the Systems Operations 4. Each team member must speak5. Persuasive letter must be read during presentation

“Totem Pole” ActivityTopic: Family Time: 1 homework assignment, 1 class period Level: Middle-High SchoolMaterials: Family Interview sheet completed, paper towel rolls, soda cans, or coffee tinsAim: This activity is an interactive technique for students to identify and honor family characteristics.National Health Standards: Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health (Family and Social Health Unit)Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors (Family Interviews are used to determine roles in family)Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks (Discussion, Interviewing Family).Totem Pole Activity Procedure:1. Teach about derivation and show examples of Totem Poles.2. Provide students with an interview worksheet3. Students select up to five family members including themselves to interview4. Students will use interview sheet to record the interview5. Students then write down what they learned about that family member6. Students choose one interest from each family member to display on their totem pole7. Students will also chose an image that represents their entire family that will be the top

tier of the totem pole8. Students find their image by using clipart, camera or web pictures, drawings, or other

forms9. Then they write down what image they chose to use10. Students cut out their images11. Students then put them on their totem pole by taping or gluing them on12. Students can use household items for their totem pole such as an empty paper towel roll

or empty soda cans which they can stack13. Students may then present their totem poles to the class

Teaching Tips: Teach information about totem poles, show authentic examples. Provide your family example for the students to see.

Give students a range of sections to have on their totem pole, preferably 5-7Students can use household items for their totem pole such as paper towel rolls, empty soda cans, or coffee tins. Display their totem poles around the classroom

An Extension Project could be a Class Totem Pole. Each student creates and adds a segment to represent them and the group agrees on an image for the top of the totem pole that represents their entire class

Family Totem Pole Interview Worksheet

Family Member 1: __________________________________________ Role in family__________I learned __________________________________ __________________________________________Image: ____________________________________

Family Member 2: __________________________________________ Role in family__________I learned __________________________________ __________________________________________Image: ____________________________________

Family Member 3: __________________________________________ Role in family__________I learned __________________________________ __________________________________________Image: ____________________________________

Family Member 4: __________________________________________ Role in family__________I learned __________________________________ __________________________________________Image: ____________________________________

Family Member #5: __________________________________________ Role in family__________I learned __________________________________ __________________________________________Image: ___________________________________

“I Am” Activity

Topic: Emotional Health Level: Middle-High SchoolTime: 1-2 class periodsMaterials: Class Notebook, “I Am Poem” criteriaAim: This activity is a creative writing activity to help students to identify and express ideas and behaviors that make them unique.National Health Standards:Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health. (Mental and Emotional Health)

Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health. (Writing and Sharing Poem)

“I Am “Activity Procedure:1. Teach Expressing Emotions in Healthy Ways lesson2. Complete the graphic organizer to meet the criteria (see attached) 3. Write ‘I am’ poem using the graphic organizer (Graphic Organizer)4. Have the option to share their poem with the class (Think-Pair-Share)5. The “I am” poem can be organized in a Power-Point presentation

Teaching Tips:1. Provide students an example so they know exactly how the poem is supposed to be

completed2. Poem must have healthy, safe, and legal choices/responses3. Emphasize writing the poem as an honest personal reflection 4. Students can create a slideshow, video, or present in front of class for extra credit

Graphic Organizer Criteria Example used in “I Am” Poem:1. Special Characteristics2. Something you are curious about3. An imaginary sound4. An imaginary sight5. Something you want6. Repeat #17. Complete I learned statement

“I Am” Poem Criteria Example:

The “I Am” Poem

I am (Two special characteristics the person or thing has)I wonder (something the person or thing could actually be curious about)I hear (an imaginary or actual sound)I see (an imaginary or actual sight)I want (a desire)I am (the first line of the poem is repeated)I pretend (something the person or thing could actually pretend to do)I feel (a feeling about the imaginary)I touch (an imaginary touch)I worry (something that could really bother the person or thing)I cry (something that could make the person or thing sad)I am (the first line of the poem is repeated)I understand

(something the person or thing knows to be true)

I say (something the person or thing believes in)I dream (something the person or thing could actually dream about)I try (something the person or thing could make an effort to do)I hope (something the person or thing could hope for)I am (the first line of the poem repeated)

I learned it is important to express my thoughts and feelings in healthy ways because______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Unwritten Activity

Topic: Alcohol, Other Drugs, and TobaccoLevel: Middle-High School Time: 1-2 class periodsMaterials: notebook, “Unwritten” work sheet completedAim: This activity is a goal setting activity to help students identify and express plans for their future. National Health Standards:

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health. (Alcohol, Tobacco & Other Drugs)

Standard 6: Students will demonstrate the ability to use goal setting skills to enhance health. (Writing Decade Goals in their Unwritten Book)

Teachings Tips:Listen and give students ‘Unwritten’ lyrics by Natasha BedingfieldMake sure each decade criteria is clearly defined.Encourage students to be creative. If possible provide art supplies.

Show examples of completed “Unwritten” project to show class

“Unwritten” Activity Procedure:1. While teaching drug content discuss risk behaviors and life events students would

possibly miss due to drug use. 2. Lead students into thinking about their personal life goals. 3. Reflecting on each life decade students create a book focused on their life goals

and important future events.4. “Unwritten Book” Page 1-3:

Page 1: My current age today is ___ (your age).

Page 2: ______ (today’s date) is the date _______ (your name)’s book begins.

Page 3: Your name, Your birthday, Pictures of yourself

5. Label the following pages with Life DecadesPage 4: (your age)-19 Page 8: 50-59Page 5: 20-29 Page 9: 60-69Page 6: 30-39 Page 10: 70-79Page 7: 40-49 Page 11: 80-89

6. Page 12-14: On each page, list 1 person important to you. List 3 reasons your relationship with this person helps you stay drug free. Include 3 drawings, pictures or graphics to depict your relationship.

7. Page 15: Today is when my book begins.

“Unwritten “criteria for students:

Your book needs to have the following 15 pages.

Page 1: My current age today is ___ (your age).

Page 2: ______ (today’s date) is the date _______ (your name)’s book begins.

Page 3: Your name Your birthday Pictures of yourself

*For each decade list 1 life goal and include at least 3 pictures and/or, stickers, magazine cut outs, or you may draw in your book to make it personally unique and creative.

Page 4: (your age)-19

Page 5: 20-29

Page 6: 30-39

Page 7: 40-49

Page 8: 50-59

Page 9: 60-69

Page 10: 70-79

Page 11: 80-89

*For each page include a picture/drawing of the important person you list

Page 12: List 1 person important to you and why this person keeps you drug free

Page 13: List 1 person important to you and why this person keeps you drug free

Page 14: List 1 person important to you and why this person keeps you drug free

Page 15: Today is when my book begins

Unwritten Activity summary:

I want to live to/because _______________________________________________________________________________________.

I will avoid risk situations and illegal drug behaviors because____________________________________________________________________________________________________________.

“Love Should Not Hurt” Activity

Topic: Choosing Inspiriting RelationshipsLevel: Middle-High School Time: 1 class periodMaterials: notebook, pink sheets of paperAim: This activity is a goal setting activity to help students identify and express plans for their future. National Health Standards:Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health. (Family Life and Sexuality)

Standard 5: Students will demonstrate the ability to use decision making skills to enhance health(Selecting Inspiriting and Dispiriting Traits to complete Heart activity)

“Love Does not Have to Hurt” Activity Procedure:1. Teach Inspiriting Relationships lesson2. Ask students to remain silent as they complete this summary activity

3. Give students a pink piece of paper 4. Students will draw a large heart in the center of their paper 5. Students will write words that depict relationship characteristics they seek inside

the heart.6. Ask students to remove any words that are not characteristics of an inspiriting

relationship7. Students will write words that depict dispiriting relationships they have

experienced, want to avoid or dispiriting behaviors they have exhibited on the outside of the circle

8. Students will tear the dispiriting words from their paper9. Students will crumple the dispiriting word and throw them into the trash can10. Students complete the activity summary statement.

I will choose inspiriting relationships throughout my life because__________________________

Teaching Tips:1. Maintain quiet during the activity so the students can reflect on previous and

current relationships2. Ask students not to use names3. Reassure students they will not be asked to share their heart4. To modify the activity the students could come to the front of the class and dispose

of the dispiriting traits.5. Instead of a trash can a shredder could be used to simulate ridding oneself of

dispiriting relationships and personal traits.

“Vision Board” ActivityA Vision Board is a creative way to display future goals and aspirations.

A Vision Board may have a specific time frame such as “this school year”, “by the time I’m 21” or a more general time such as “in the future”.

Topic: Goal SettingLevel: Middle School-High School Time: 1-2 class periodsMaterials: notebook, “Goal Setting” work sheet completedAim: This activity is a goal setting activity to help students identify and express plans for their future. National Health Standards:Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health. (Mental and Emotional Health)

Standard 6: Students will demonstrate the ability to use goal setting skills to enhance health(Selecting goals and pictures to illustrate them) “Vision Board” Activity Procedure:

1. Teach Goal Setting lesson2. Students complete Vision Board worksheet which can be any configuration of goals

you choose 3. Students will select magazine pictures or create computer graphics to depict their

goals. 3. Give students a poster

4. Students will place a happy picture of themselves in the center of the poster5. Students will place school monthly goals visuals on poster

or6. Students select 4 categories from above listed criteria and place visuals

representing each criterion on the poster 7. If students cannot find visuals that support their goals they may use words cut from

magazines8. Students complete the activity summary statement.

I will choose to reach my goals and personal vision of the future by

_________________________because_______________________________________________

Teaching Tips:1. Ask the librarian, parents to keep and donate old magazines2. Define the word and idea of “vision”.3. Plan for passing out and collecting of materials4. Completed Vision Boards could be shared and displayed in the classroom5. Vision Boards should be placed where students can see them daily, ex. in the front of

the binder, daily planner

My Goal Setting Plan for My 7th Grade Vision Board

My academic goal for September is_________________________________________________________

My personal goal for September is_________________________________________________________

My academic goal for October is___________________________________________________________

My personal goal for October is___________________________________________________________

My academic goal for November is_________________________________________________________

My personal goal for November is_________________________________________________________

My academic goal for December is_________________________________________________________

My personal goal for December is_________________________________________________________

My academic goal for January is___________________________________________________________

My personal goal for January is___________________________________________________________

My academic goal for Febuary is_________________________________________________________

My personal goal for Febuary is__________________________________________________________

My academic goal for March is___________________________________________________________

My personal goal for March is____________________________________________________________

My academic goal for April is____________________________________________________________

My personal goal for April is_____________________________________________________________

My academic goal for May is_____________________________________________________________

My personal goal for May is______________________________________________________________

My most important long term goal by end of middle school is ___________________________________________

My most important long term goals by the end of high school is__________________________________________

My long term goal by age 21 is_____________________________________________________________

Vision Board Example

I found many Vision Board examples on a variety of websites.

There are Android and I-Phone vision board apps available.

I-Phone examples include, Vision Board Pro ($1.99), Dream Vision Board (free) Gratitude Journal ($.99) by Happytapper

Android Users can go to Google Play for a variety of Vision Board Apps.Examples include, Vision Board Maker ($1.38), Dream Board (free), Bloom App(free).

Title: Alphabet Taxonomy

Topic: Any topic of your choosing

Level: Upper elementary, high school, college

Time: One class period

Materials: Each person will need a piece of paper and a pen or pencil.

Overview: This activity can be used to stimulate a lot of discussion in relation to the topic selected by the instructor.

Procedures:

1) Have each person write the alphabet down the left side of a piece of paper.2) Instruct everyone to write one word that begins with each letter of the alphabet that

indicates something associated with the topic selected.3) Example using tobacco as the topic of discussion:

A. Arsenic K. Killer U. Ugly. Vitamin B. Benzopyrene L. Lung cancer V. Vitamin depletionC. Cancer M. Money W. WhyD. Death N. Nicotine X. Xanthene’sE. Emphysema O. Oxygen debt Y. YellowF. Fatal P. Pneumonia Z.G. Gross Q. QuitH. Habitual R. Respiratory DiseaseI. Irritating S. StinksJ. Jugular clog T. Tar

4) As a variation, instead of individuals doing this, you could put students into small groups of three or four and then play “Scatergories,” where each team reads the word it has developed for a letter and other teams need to cross out that word if they have the same word. The team gets to select the letter they think will be unique for them, that is, no one else will have the same word as they have selected. Doing this stimulates creativity. If a team or individual has a unique word or phrase, that person can explain why he or she or they selected that word or phrase.

5) This activity may be used for any content area in a health class.

Title: Food quiz for Fun

Topic: Nutrition

Level: High School through college

Time: 10 - 20 minutes

Materials: Perhaps a projected slide that contains the questions, or prepare this on a single page as a “test” for student. Do not have them put their name on the paper.

Procedures:

1) Tell the participate you are going to give them a short quiz about nutrition.2) Distribute the “quiz” or project the slide that contains the questions.3) Tell the participants they are to become “creative” in their responses4) After a short period of time (e.g., five to ten minutes), betin asking for their answers.

1. If you were an actor, you would keep a good supply of _______________on hand at all times.2. For hungry twins, ______________ would be an ideal after school snack.3. If you were a jeweler, you would keep your case full of _____________________.4. In the hot Arizona sun, a swimmer always enjoys a _________________.5. Some of you may not like it, but ____________ is a favorite of the linguists.6. The banker may be a lousy cook, but he can’t get along without _______________.7. A drummer must have ________________________.8. An electrician has to be careful not to lose his or her _______________________.9. A prospector in the mountains would re really hungry if there was nothing to eat but ________

10. Most prize fighters really like their __________________.11. A lumberjack would be hard pressed to do work without _______________12. A gambler would not be satisfied without ______________________.13. The dog sled deriver always eats the same breakfast. He needs his or her ______________14. If you don’t find __________at the shoe repairman’s shot, stop at the shoe store.15. Young lovers always want more ________________.

Responses to the above items will vary and there may be more than one “correct” response.

Title: Taking off the Blinders

Topic: Introduction as an icebreaker; cultural Diversity; Stress Reduction; Relationships

Level: Middle/junior high; senior high; adult

Time: 20 - 40 minutes, depending upon the time spent doing the activity and in discussion

Materials: One 3x5 card for each participant/student

Overview: This activity and resultant discussion can show how we may set up artificial barriers

Procedures:

1) Distribute one 3x5 card to each participant.2) Instruct each participant to turn the card so the lines (if you used lined card) are on

the bottom.3) Have each individual print his or her name/’nickname in the middle of the card.4) Instruct the individuals as follows:

In the upper left corner, draw a picture of your favorite tasteIn the upper right corner, draw a picture of your favorite touchIn the lower left corner, draw a picture of your favorite smellIn the lower right corner, print the initials of the stat in which you were

born.On the back of the card, write something unique about you as a person.

5) Once #4 has been completed, have all students/participants come to the front of the classroom and indicate “boys (men) on the left, girls (ladies) on the right. Try to keep a good space between the two groups. Be sure to “hustle” them so they don’t have a lot of time to chat.

6) Instruct the individuals as follows:Find someone in your group who has the same first name or nickname as you.

The students will probably be “huddled” so you will need to get them to spread out. Now go to the groups (most likely still in the “male/female” grouping you initially “set up.” Go through the entire group asking each person or “group” to state his or her name/nickname.

Now find someone who have the same favorite taste (or touch, or smell, the order doesn’t matter) as you. The students should be regrouping by whatever variable (taste, touch, smell) you indicated. If someone asks, “Can we go to the other group?” simply state, “The instructions were to find someone who has the dame favorite taste as you.” It is possible students may want to get out of their “gender group”, but at least initially, you should see them remaining in the “artificial” gender group you initially established. If the groups begin to “co-

mingle,” there is still no problem and you can “build” on that as presented later in these instructions.

As with the name specification, begin to go around the group asking the various “new groupings” to specify their favorite taste. It is suggest you begin with either a male or female who seems to be by him or herself to see what he or she states and see if there is some other group that is similar.

As you go from group to group, more than likely some group will “repeat” something that was stated in a different group, particularly if they are still in the original male/female groups. When this happens, I repeat that they were to find those with the same “taste, or touch, or smell” as the individual had drawn. Someone will probably say, “you said boys over here and girls over there,” and this is the perfect time to ask, “Why did it take you so long to realize there were people in the group “across the room” who had the same “taste, touch, or smell” as you?

7) Once you have gone through all the four corners, you can initiate a discussion about how we may, unknowingly, set up artificial barriers for ourselves (our perceptions of barriers that may not be present) that may well inhibit our thinking, or logic, when dealing with various problems or dilemmas we must face.

8) Have the students learn the following:Tickitee Tee, Tickitee TeeI wonder if anyone knows that I’m me?I’m me when I’m happy, I’m me when I’m sad.I’m me when I’m good, I’m me when I’m bad.Whatever I say, whatever I do, I know I could never, oh never be you.I couldn’t be father, I couldn’t be mother;I couldn’t be sister, I couldn’t be brother.So Tickitee tee, tickitee teeI guess I’LL JUST HAVE TO BE HAPPY I’M ME!

9) Have the students turn over the cards and one at a time, tell what they thought was unique about them.

10) More discussion about uniqueness and appreciation of the uniqueness of individuals can then ensue. Be sure to stress the concept that if we were all alike, it would be a pretty “dull” world.

Title: We Ask First

Topic: Substance Abuse, Nutrition, Consumer Health, Safety

Level: Elementary (grades 1-3)

Time: 10 - 20 minutes

Materials: Have a packet of pictures from magazines that depict good things to eat, as well as things such as gasoline, drugs, alcohol, tobacco products etc. that would not be good for youth to consume. Also have three or four sealed envelopes with pictures of harmful substances in them. Have a bulletin board prepared that is divided into two parts. The title of the bulletin board would be, “We Ask First.” On the left side of the board place the heading “Good to Use/Eat” and on the other side, “Not Good to Use/Eat.” Have push pins available for use with the activity. You could also have made a set lf large open lips made from cardboards, and taped onto a trash can so things can be place through the open lips and will fall into the trash can that has been lines with a plastic liner,. Have available one other trash can, also liked with a plastic bag or other plastic liner.

Overview: This activity can be used to integrate health with music, as well as basic physical education’ dance skills. I may be used as a part of a nutrition, drug education, safety, or consumer health unit.

Procedures:

1) Have all materials prepared in advance.2) Explain to students they are going to learn a song and will make some “quick” decisions

about things that would be OK to eat or things they should not eat.3) Teach students the following song, sung to the tune of “Three Blind Mice:”

We ask first.We ask first.What we may taste.What we may taste.Even though goodies look ever so good,We always remember as wise children should;Not to put anything into our mouthsTill we ask first.

4) Once students have the song memorized, distribute the various cutout items to the students so each has several they can use during the activity

5) Place the two trash cans you have prepared, side by side at the front of the classroom.6) Have students stand and have their cutouts ready to place either through the “lips,” or into

the “trash,” or pin on one side or the other of the bulletin board, based upon whether what they have is good or “bad” in terms of eating the term.

7) Have students begin singing the song and march toward and past the trash cans or bulletin board at the front of the classroom

8) As the students sing and march, they are to look at the cutout, then make a decision as to whether it is good to eat, or bad to eat and as they pass by the trash can, either put the cutout through the lips, or into the trash can or pin it on the “Good to Eat” or “Bad to Eat” side of the bulletin board.

9) The song can also be done as a “round” so there are different “versions” of the song being sung at the same time.

10) Once all students have “exhausted” their cutouts. Have everyone sit and the teacher “removes” the “stomach contents” (in the case of the trash cans) to display the decisions students have made. The teacher can then hold up each item and ask the class “Is this good to eat?” or “Is this bad to eat?”

11) A discussion of what is good to eat, what is not good to eat, as well as reminding them they shouldn’t take “goodies” from strangers (this is why you have the sealed envelopes).