Discussion 4 Chapters 10-12: Alcohol/ Communicable & Chronic Diseases/ Consumer

Discussion 4 Chapters 10-12: Alcohol/ Communicable & Chronic Diseases/ Consumer & Community Health
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Assignments
1. Go to: National Consensus Education StandardsLinks to an external site. . On the RIGHT side, note the category blocks. (Links to an external site.)
Much of the topics in this week’s chapters relate to Standard 5. “Students will demonstrate the ability to use decision-making skills to enhance health.”.
2. Use Standard 5 to show how you can integrate decision making in the content areas of either “Alcohol, Tobacco or Other Drugs” OR “Personal and Community Health” . 3. I am going to challenge you to plan for middle school and up, so use middle or higher! To do this, scroll down the page and see it says “by the end of grade 8 or by the end of grade 12)
4. Using Standard 5, and the content area of either “Alcohol & Drugs” OR “Personal and Community Health” Design a lesson activity that satisfies these markers. (Look for goals that start with 5. and have an A or a P)
5. At older grades, you will often need to work health into your curriculum so make the activity academic AND meet the standard.
6. Tell us how you will meet the standard by having a performance indicator. This is much like a goal but more open ended. My Example
Standard 5:Students will demonstrate the ability to use decision-making skills to enhance health. (You must use Standard 5 this week so this is the same for everyone)
CA content Area: Alcohol and other drug use.
Standard: 5.1 A Use a decision-making process to avoid using alcohol, tobacco, and other drugs in a variety of situations.
Grade: 7/8 science lesson (You must pick 6th grade and up this week)
Activity: Use a science lesson on gas diffusion to show tar and nicotine on a sponge. The teacher needs to demonstrate since it involves matches and a cigarette. Just to be safe, I’d have the kids wear masks even though the smoke is going in the bottle. You take a clear soda bottle with cotton balls in it and plug the opening with clay with one little opening for the cigarette. You put a cigarette in it and squeeze the bottle to suck air in and out. After a few minutes the cotton is brown. I got the idea here!: smoking danger lessonLinks to an external site..
How to meet standard and performance indicator: Class discussion. Standard: Ask them if this impacts the decision to smoke. Performance Indicator: Ask the kids if they smoked then went to a sports practice or out for a walk, how their lungs would feel (short term impact). Ask how a friend near them while they were smoking might be impacted. Ask how they would be impacted by a friend smoking near them. I would use the lesson of how gasses travel/diffuse to show an impact of smoking.
This meets the standard because the student learns to make a decision based on what they learned in the science experiment.
Grading Rubric
Standard 1
Grade Level 1
Activity 8: Academic concept (2), health standard inclusion (2), Age appropriate (2) engaging (1) where you found it (1)
Performance Indicator 3: How you meet the standard (1) Example (2)
Peer reply (1) This week, note any controversy. It is important we all discuss the very heated and sensitive topics together, without judgement or defensiveness. Like last week, when I mentioned it has become not correct to have “good and ad” foods discussions due to eating disorders, see if you can find any areas our peers may be too close to a line of sensitivity. Drugs and sexuality can bring into values, religion, rights, privacy (and now the government!) so it is very important we are neutral, not discussing too much or too little and not over-stepping boundaries. YOU CANNOT REPEAT SOMEONE ELSE’S ACTIVITY. IF THERE ARE MORE THAN 3 POSTS ON A TOPIC, YOU CANNOT CHOSE IT. (IE IF SMOKING HAD 3 POSTS YOU CANNOT DO ONE ON SMOKING, YOU WILL NEED TO CHOOSE ANOTHER AREA) There is so much to talk about in this unit, that having more variety will give you all great ideas to take back to your classrooms.
. Respond to a minimum of TWO other students. Write a minimum of one paragraph for each response. As this is a course for teachers, be prepared to offer constructive criticism, in other words, pick out some good things about another student’s post, and then offer suggestions, personal experiences, or your own opinion about the various topics. This is an opportunity to collaborate, learn new things, and help other students in their learning.