Wellness Unit
CI 407
Summer 2004
Matt
Christine
Elizabeth
Jamie
Sarah
Ryan
Crystal
Wellness Unit Rationale
This unit was designed to build awareness in middle school students about wellness. As
middle school students change and develop, it is necessary to address the different aspects that
positively or negatively impact their lives. Students need to understand the different factors that
contribute to the development their physical, social, emotional, intellectual, and spiritual lives.
After forming a foundation based on the understanding of how important wellness is, students
will be able to connect their knowledge of fitness and health to other subject areas.
Each day, a topic dealing with wellness will be covered in each core subject.
 Physical Wellness
 Social Wellness
 Emotional Wellness
 Life Wellness
 Intellectual Wellness
 Spiritual Wellness
These topics were chosen to promote and enhance the theme of wellness at this critical
stage in an adolescent’s life. Middle school students are rapidly changing physically, cognitively,
and emotionally. Therefore, it is of utmost importance that students are able to recognize these
changes and are aware of various strategies to help them as they make this transition. Each
subject area will enforce this idea with lessons developed to assist the middle school student in
making connections with his or her life and to other subject areas.
During the course of the unit, students will be introduced to the effects caused by natural
disasters, how they affect the well-being of a society, and the preparations that can be done
when faced with a natural disaster. Students will also have the opportunity to communicate their
own experiences with natural disasters. Finally, the social sciences portion of the thematic unit
represents the theme of wellness by studying the physical, social, and emotional trends and
issues in wellness. Students will gain a greater knowledge of the past, present, and future
wellness issues that will affect them. With this information about wellness, students will be able
to live a healthy life and be aware of the health issues of themselves and of those around them.
They will be prepared to face the physical, social, and emotional challenges that they as well as
their peers will encounter.
Learning Goals
COMMUNICATING
Express and interpret information and ideas.
Physical activity and movement can be a medium of communication. Students learn to observe
others, listen, act and react—understanding the intentions of others and making their own
intentions clear. Students also need to understand written and oral communications ranging from
warning labels to medical advertisements and health-related news reports. They should be able
to question and analyze information to help them make individual decisions about good health.
WORKING ON TEAMS
Learn and contribute productively as individuals and as members of groups.
Students learn to recognize individual strengths, resolve differences and use teamwork as a
necessary tool for working with others. Teamwork is also integral to many sports. Sports in
turn teach the elements of teamwork in other fields. One overall goal of physical development is
to give students the knowledge and skills necessary for working on teams to achieve specific
objectives or a common goal.
MAKING CONNECTIONS
Recognize and apply connections of important information and ideas within and among learning
areas.
The quality of students' physical fitness and health is an important factor in their readiness to
learn. In addition to creating the physical conditions for learning, the subject areas of physical
development and health directly relate to other academic content. For example, mathematics is
used for measurement, scoring and statistical recordkeeping in physical activities and sports.
Health principles and knowledge provide a basis for academic studies in medicine and
environmental science. Knowledge of health issues is necessary to understand important
historical events and social organizations studied in social science.
Health Rationale
Illinois Learning Standards met in this portion of the unit:
22.A.3a Identify and describe ways to reduce health risks common to adolescents (e.g.,
exercise, diet, refusal of harmful substances).
22.A.3b Identify how positive health practices and relevant health care can help reduce health
risks (e.g., proper diet and exercise reduce risks of cancer and heart disease).
23.C.3 Describe the relationships among physical, mental and social health factors during
adolescence (e.g., the effects of stress on physical and mental performance, effects of nutrition
on growth).
24.A.3c Explain how positive communication helps to build and maintain relationships at school,
at home and in the workplace.
In this unit, wellness is described through various subject areas. In my subject area,
health, there are many ways to convey the various forms of wellness. The lessons I have
chosen to address coincide with pertinent information middle school students should know.
These areas encompass physical health problems they may endure: STD’s, skin cancer, stress,
anorexia, bulimia, and obesity. I also feel it is very important when talking about wellness to
discuss the need for starting and maintaining healthy eating habits. One lesson in this unit
covers the food guide pyramid and what items can be found on each level. I feel this is an
important concept for middle school students to learn because of their rapidly changing body
systems. It is crucial to begin a healthy regimental diet at this age in order to maintain wellness
that will follow into their adult years. Today, obesity plagues our American society. We, as
educators, must inform our students on the proper ways of eating by demonstrating what
portions are suitable and what foods should be consumed in smaller quantities.
I also discuss other wellness issues students could face during their middle school years.
With the changing hormones and body structures, students their mental wellness may
deteriorate and they can find themselves overwhelmed with stress and depression. During my
lessons, we discuss what causes stress and depression and ways that can alleviate these
problems.
Middle school students also need to learn the value of maintaining “wellness” through
positive communication amongst other individuals. Working with other individuals may pose a
great stress in those students who are not willing to open-up to new people and new ideas. In
my social wellness lesson, I have the students discuss how a sports team works together. How
do they get along? From this information, each group of students discusses how a team
maintains positive relations and what techniques they must follow in order to properly function
as a whole.
The learning goals for this unit (communicating, working on teams, and making
connections) are significantly addressed throughout this health section. I wanted the students
to continually communicate with one another, listen to other students’ thoughts and feelings, and
make connections to their own lives. I wanted the students to learn about various diseases such
as skin cancer in order to demonstrate that anyone can be affected, no matter what age you are.
In order to live healthy adult lives, students need to make connections to their current eating
habits and decide how these would affect them in the following years.
This health section provides students with information that will aid in their ability to
achieve “wellness.” Valuable tools are presented to these students through cooperative, teamlearning activities. Students learn how to communicate with each other through discussing the
various terms presented in these lessons. The finalizing goal for these lessons is simply to
allow middle school children to realize the benefits of living a healthy and “well” life.
Language Arts Rationale
A. Locate, organize, and use information from various sources to answer questions, solve
problems and communicate ideas.
5.A.4a Demonstrate a knowledge of strategies needed to prepare a credible research report
(e.g., notes, planning sheets).
C. Apply acquired information, concepts and ideas to communicate in a variety of formats.
5.C.4a Plan, compose, edit and revise information (e.g., brochures, formal reports, proposals,
research summaries, analyses, editorials, articles, overheads, multimedia displays) for
presentation to an audience.
A. Use correct grammar, spelling, punctuation, capitalization and structure.
3.C.4a Write for real or potentially real situations in academic, professional and civic
contexts (e.g., college applications, job applications, business letters, petitions).
3.C.4b Using available technology, produce compositions and multimedia works for specified
audiences.
The language arts section of the wellness unit provides students with the opportunities to
research, reflect, write, and share what they have learned in other subject areas, as well as
expanding on core topics and the theme of wellness. Every activity includes a writing activity
that will be checked for comprehension in other areas, as well as be checked for the proper use
of conventions and grammar. The language arts lessons are designed to effectively build upon
existing knowledge and improve understanding by incorporating strategies to help students
retain information.
Math Rationale
Illinois Learning Standards
6.C.3a Select computational procedures and solve problems with whole numbers, fractions,
decimals, percents and proportions.
9.A.3a Draw or construct two- and three- dimensional geometric figures including prisms,
pyramids, cylinders and cones.
10.A.3a Construct, read, and interpret tables, graphs and charts to organize and represent data.
8.D.3a Solve problems using numeric, graphic or symbolic representations of variables,
expressions, equations and inequalities.
During the wellness integrated unit, students will be working towards conducting a health
fair for the rest of the school. While working on the health fair, students will be working in
groups to gather information on a specific topic. Each of the groups will construct a poster
board with information about their topic. In math, the students will be performing activities that
will help the students successfully create their poster board. The students will perform
mathematical procedures and turn whole numbers into percentages. This will allow students to
see the nutritional value of foods and the percentage of calories they are getting from fats,
carbohydrates and proteins. This lesson will go along with physical wellness and the benefits of
eating healthy.
The second lesson will allow students to construct a three dimensional figure and work
cooperatively in groups. While constructing their structures, the students will not be able to
talk, so they must communicate in other forms. This lesson will help the students to develop
cooperative working skills, which they will need to assemble their posters. During the next
lesson, the students will construct, interpret, and read graphs. This will give students the
necessary practice needed to put graphs on their posters. The final lesson will give students
the opportunity to solve real life word problems. This will allow students to analyze future data.
Throughout the unit students will be making connections to other contents and practicing
working together cooperatively in groups. These activities will aid students as they start to
gather information and construct their posters for the health fair.
Science Rationale
Science Goals:
STATE GOAL 11: Understand the processes of scientific inquiry and technological design to
investigate questions, conduct experiments and solve problems.
A. Know and apply the concepts, principles and processes of scientific inquiry.
11.A.3b Conduct scientific experiments that control all but one variable.
11.A.3c Collect and record data accurately using consistent measuring and recording techniques
and media.
11.A.3d Explain the existence of unexpected results in a data set.
11.A.3f Interpret and represent results of analysis to produce findings.
11.A.3g Report and display the process and results of a scientific investigation.
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the
life, physical and earth/space sciences.
E. Know and apply concepts that describe the features and processes of the Earth and its
resources.
12.E.3a Analyze and explain large-scale dynamic forces, events and processes that affect the
Earth's land, water and atmospheric systems (e.g., jetstream, hurricanes, plate tectonics).
12.E.3b Describe interactions between solid earth, oceans, atmosphere and organisms that have
resulted in ongoing changes of Earth (e.g., erosion, El Nino).
STATE GOAL 13: Understand the relationships among science, technology and society in
historical and contemporary contexts.
A. Know and apply the accepted practices of science.
13.A.3b Analyze historical and contemporary cases in which the work of science has been
affected by both valid and biased scientific practices.
13.B.3c Describe how occupations use scientific and technological knowledge and skills.
13.B.3f Apply classroom-developed criteria to determine the effects of policies on local science
and technology issues (e.g., energy consumption, landfills, water quality).
English Language Arts Goals
STATE GOAL 3: Write to communicate for a variety of purposes.
B. Compose well-organized and coherent writing for specific purposes and audiences.
3.B.3a Produce documents that convey a clear understanding and interpretation of ideas and
information and display focus, organization, elaboration and coherence.
3.B.3b Edit and revise for word choice, organization, consistent point of view and transitions
among paragraphs using contemporary technology and formats suitable for submission and/or
publication.
STATE GOAL 4: Listen and speak effectively in a variety of situations.
B. Listen effectively in formal and informal situations.
4.A.3a Demonstrate ways (e.g., ask probing questions, provide feedback to a speaker,
summarize and paraphrase complex spoken messages) that listening attentively can improve
comprehension.
B. Speak effectively using language appropriate to the situation and audience.
4.B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the
purpose, message and audience; provide details and supporting information that clarify main
ideas; and use visual aids and contemporary technology as support.
4.B.3b Design and produce reports and multi-media compositions that represent group projects.
These science standards will be addressed by students completing various activities and
experiments listed in the lessons. Students will be completing the sunscreen activity where
they will collect and analyze data, discussing and doing activities that center around the Earth’s
natural processes and disasters including case studies, and create posters explaining natural
process connected to their own communities. Students will also be participating in listening and
writing activities as well as peer-editing which connects to the language arts goals.
Throughout the science class periods, students will be communicating their ideas and
information they have learned through research and experimentation. They will be interpreting
their findings and explaining natural process while they are learning. Students will listen to
others to gather information and learn procedures to follow during natural disasters. In groups
students will need to organize their thoughts and combine information to prepare a project.
Students will be working in groups to prepare posters, do experiments, peer-edit and
participate in activities. By focusing on natural disasters that students have encountered,
students will make connections to their own lives and other people in their environment.
Social Science Rationale
Illinois Learning Standards:
Goal 16: Understand events, trends, individuals and movements shaping the history of Illinois,
the United States and other nations.
16.A. Apply the skills of historical analysis and interpretation.
16.A.3b Make inferences about historical events and eras using historical maps and other
historical sources.
16.D.3a (US) Describe characteristics of different kinds of communities in various sections of
America during the colonial/frontier periods and the 19th century.
Goal 17: Understand world geography and the effects of geography on society, with an
emphasis on the United States.
17.C. Understand relationships between geographic factors and society
17.C.3. Analyze how human processes influence settlement patterns including migration and
population growth.
17.D. Understand the historical significance of geography.
17.D.3b. Explain how interactions of geographic factors have shaped present conditions.
Goal 18: Understand social systems, with an emphasis on the United States.
18.A.3b Explain how social institutions contribute to the development and transmission of
culture.
The social sciences lessons will meet the standards because students will use maps,
books and computers to learn, discover and discuss different disasters in the United States and
how these disasters affected the lives of Americans and their wellness. Students will also meet
the standards by examining health histories and creating a time capsule by using their writing
skills and by representing the personal health conditions of the period.
These lessons will also meet these standards because the students will be discussing
disasters, disease, and many other factors of history throughout many parts of the United
States. The students will gain understanding of the effects of these factors and their
geographic locations. They will gain and understanding of how these factors have shaped our
nation and will then be able to use this knowledge and understand how to prevent or lessen the
effects of future problems. The students will express this knowledge in writing.
These lessons meet the learning goals by allowing students to communicate their health
histories and personality traits to each other and in writing. They will be discussing how their
personality characteristics reflect their ability to work in teams. Also, they will be making
connections with language arts, math, and health throughout the unit.
P.E. Rationale
The lesson plans contained in the P.E. portion of this Wellness unit will cover
the learning objectives of the unit as well as the state learning standards for physical
development. State goals 19, 20, and 21 will all be touched on. The students will learn
how to achieve and maintain a Health-enhancing level of physical fitness (goal 20).
This goal will be achieved on days 1, 2, 4, 5, 6, and 7. The students will also acquire
movement skills and understand concepts of fitness both individually and as members of
a team (goal 19). This goal will be highlighted on days 3, 5, 6, and 7. The lessons will
also include team-building skills (goal 21). Team-building will be stressed on days 3, 5,
6, and 7.Day one will consist of a lesson on ‘how fit are you?’ The lesson will use jump
roping, sit-ups, and a mile run to test fitness levels. On the second day, the students
will learn about aerobic and anaerobic exercise while participating in Palates and Taebo. The third day the children will work at teamwork stations. Day four will entail ply
metric boxes and ladders as students learn about obesity and depression. On the fifth
day, students will learn about non-traditional sports they can participate in for a
lifetime. To culminate the week’s activities, the students will participate in team sports
like team handball and ultimate Frisbee. All of the lessons will contribute to the theme
of wellness, because physical education is an integral part of being well (both physically
and emotionally).
Introduction Activities
Day 1
We will kick off our wellness unit with guest speakers in the morning. The guest
speakers, accompanied by three large projection screens, will present various health
and wellness issues to students through music, testimonials, and reenactment videos.
The guest speakers are a professional traveling organization whose goal is to make
students aware of the dangers of an unhealthy lifestyle and to promote life long
wellness.
Following the presentation, students will be divided into three groups and attend three
break out sessions. Students will be provided with a ‘Wellness Folder’ which includes
information pertinent to the Wellness Unit.
 Session 1: ‘What Does It Mean to Be Well?’
 Students will brainstorm in groups the definition of wellness and how it applies
to their lives.
 During this session, students will review and discussion of the food guide
pyramid, and why each component is important to maintain a healthy diet.
 Students will also be introduced to the different topics that will be covered in
the unit and how each applies to his or her own well being. (A formal lesson
plan follows the Introduction Activities.)
 Session 2: ‘How Well Do You Eat?’
 During this session, students will create a food log listing the previous day’s
food consumption. (Students will use their food log in the following day’s
lessons for language arts and math, so they will need to save them.)
 From this information, students will reflect upon their food choices and how
they align to the recommendations outlined by the food pyramid.
 Students will then create a drawing of a food pyramid using information based
on the food they consumed and then compare the two pyramids.
 Session 3: ‘How Well Do You Measure Up?’
o Formal Lesson Plan follows the lesson plan for Session 1
Introduction Activity
Day 1: Session 1
What does it mean to be well?
Materials:
 Food Guide Pyramid Handout
 Pencil/Paper
Objectives:
 Students will be able to list the five food groups
 Students will be able to list various foods in their corresponding food group
 Students will understand what a serving is and how various types of servings
would look like for a particular food group
Procedure:
In this lesson, students will be introduced to the food pyramid. Each student will be
given a copy of this diagram in order to make various observations.
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Teacher begins the lesson by listing various types of food on the board. She asks
the students to rank the food in the order that they feel is the most important.
These items would include apples, candy bars, soda, bread, chicken, and milk.
After the students have generated their lists, they are then asked to take out their
food pyramid. What do you notice about the order in which these items are
presented? What seems to be the most important item on this food guide pyramid?
The teacher then asks the students to list the five food groups. How many servings
are required for each food group?
Teacher then discusses what a serving of a particular food group could be. 1
serving of fruit could be 1 medium apple, banana, or an orange. For 1 serving of
grain, a slice of bread can be implemented.
Students end the lesson by listing on a sheet of paper and discussing various foods
that would fit into each category on the food pyramid. They should first start with
the foods they already enjoy eating and then discover new ones from their peers.
Assessment:
The students’ level of understanding will be assessed through the listing of various
foods in the five food groups on the pyramid. By reviewing these lists, the teacher will
be able to determine if the students understood what the five food groups are and what
foods can be placed in each of these categories.
Introduction Activity:
Day One: Session Three
“How Well Do You Measure Up?”
Objectives:
 Students will be able to assess how fit they are by doing three
activities.
 Students will complete stations involving sit-ups, jump ropes, and a
mile run.
 Students will determine their level of fitness by correlating how well
they performed the three activities.
Lesson: Explain the relevance of being fit (physically, and the benefits it will have in
their overall wellness). Explain that they will be tested to learn their current fitness
level. Make sure they know the criteria (1-5 for each activity- perfect score is 15complete breakdown in assessment portion of plan). The explanation will be followed
by stretching and a jog for warm-up. First divide the students into two groups. Have
each group go to a station. Pair up the students so one can perform the activity and the
other can record. Station 1 (sit-ups)- record the number of sit-ups the students can
perform in 2 minutes. Switch tasks and record for the person who recorded first.
Station 2 (jumping rope)- record the frequency of jumps in 2 minutes. Partners switch
and repeat. Station 3 (mile run)- have the whole class come together and run as a
group. This can be done either inside or out (a track is perfect). Finally have the kids
do a cool down by walking 1 time around the track or 2 times around the gym.
Assessment: The students will be able to understand their fitness level. Each station
gets graded from 1-5, so their totals should range from 3-15. The breakdown is as
follows: Sit-ups are graded by 105 and up = 5, 85-104 = 4, 65-84 = 3, 55-64 = 2, 54
and below. Jump rope is the same as sit-ups. The mile run is graded as 3 minutes 30
seconds and under = 5, 3 minutes 31 seconds to 4 minutes = 4, 4 minutes 1 second to 4
minutes 30 seconds = 3, 4 minutes 31 seconds to 5 minutes 30 seconds = 2, 5 minutes
31 seconds and over = 1.
This means that 3-6 low levels need a lot more exercise, 7-8 low to avg need some
more exercise, 9-11 average need to continue exercising, and 12-15 are doing
fantastic and should maintain current their level. All should strive to get to the next
level.
Health Lesson Day 2
Physical Ailments Concerning Middle School Students
Materials:
 Height/Weight Chart
 List of Signs to look for with depression
Objectives:
 Students will become familiar with the terms obesity, anorexia, bulimia, STD’s,
and stress.
 Students will devise images and scenarios that would coincide with these
terms.
Procedure:
 Teacher begins the lesson by writing the words obesity, anorexia, bulimia,
depression, STD’s, skin cancer, and stress on the board.
 Teacher asks, “What comes to mind when you see these words?” “What
images are you experiencing?” Students are allowed to share their responses.
 A height-weight chart is distributed to all of the students. From this chart,
students can see where they fall in their particular category. Unfortunately,
this chart does not take into account the variance of body types. Everyone
does not have the same body proportions. A person could be shorter in height
but muscular in build. This could cause them to be classified as “obese” in
their category.
 Students discuss obesity and why it is prevalent in today’s society especially
among younger people. (Less exercise, fast food, video games)
 Students are asked if they are familiar with the terms anorexia and bulimia.
Teacher discusses each issue. What could cause younger people to do these
things to their bodies?
 Anorexia and bulimia will lead into discussing depression. Why do you think
people become depressed? What could cause younger people to be
depressed? Teacher passes out a list of signs to look for when you feel as
though you or someone you know is depressed. If one feels as though
someone they know is depressed, talk to that person. They may need further
assistance to help them with their problems.
 STD’s are also important to know about and understand as a middle school
student. Teacher discusses various STD’s and how they can impact
everyone’s lives.
 Teacher discusses other more prevelant diseases that are impacting our
world. Skin cancer is on the rise. More and more people are trying to achieve
the “ultimate tan” and paying a high price for it: skin cancer. Many think they
are protected enough from the suns UV rays. Experts say that you should put
a sunscreen with at least SPF 15 or higher. Teacher discusses this
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information in more detail. This information will lead into the Science unit on
the ozone.
Teacher ends the lesson by discussing stress. What is stress? How do people
become stressed? What are ways to overcome stress? Students have an open
forum to discuss ways in which they feel stressed as a middle school student.
Assessment:
Students will be informally assessed through listening to their responses made in the
open forum discussing these various topics.
Language Arts Lesson Day 2
Researching Nutritional Values (Integrated with Math, Social Studies, and Health)
Objectives:
 Students will be able to effectively research the nutritional value of food.
 Students will research a health issue from the past.
 Students will reflect and compose a journal article.
Procedure:
 Students will meet in the computer lab for Language Arts and bring completed
food log from the previous day’s activity, and choose three of their favorite foods.
 Students will use the Internet site: http://www.nal.usda.gov/fnic/foodcomp/ to
research the Nutritional Value of their selected foods and complete the following
chart (attached) by searching the site and entering in the amount of servings they
consumed.
 The information gathered will be taken to math class for computations.
 After the nutritional values are charted, students will chose a particular health
issue and research it for the next 20 minutes.
 Then they will type a journal entry and write from the perspective of a person
from the chosen period and how the issue may have affected his or her life.
Assessment:
 Students will be assessed on how well they research, time management, and the
completion of the chart to be taken to math.
 Journal entries will be checked for quality and accurateness of information as well
as for conventions.
Adapted from lesson at www.pecentral.org
Nutritional Value of Favorite Food
Using the Internet site: http://www.nal.usda.gov/fnic/foodcomp/, search for the fat,
protein, and carbohydrates of three of your favorite foods from the food log you filled
out yesterday in session one. Search for the Nutritional Data by clicking on the red
button: Search for Nutritional Data, and then typing in the name of the food you ate. Try
to be as specific as possible. When the list of food comes up, choose the food that is the
closest match to what you ate. Then record the following information in the chart. You
will take this chart to math class to perform calculations.
Servings
Food One
Food Two
Food Three
Fats
Proteins
Carbohydrates
Math Lesson Day 2
Calculating Calories (Integrated with Language Arts)
Objectives
 Students will be able to calculate percentages.
 Students will be able to determine the percentage of calories they are getting
from fats, protein and carbohydrates in their favorite foods.
Lesson
 Students will come to class with the nutritional value of three of their favorites
foods (from Language Arts class).
 Students will be able to calculate the number of calories they are getting from
fats, proteins and carbohydrates for each of the three foods.
 To perform the calculation students must now that there are
o 4 calories in each gram of carbohydrate
o 4 calories in each gram of protein
o 9 calories in each gram of fat
 Once the students determine the number of calories they would get from
carbohydrates, proteins, and fat; they would divide that number by the total
number of calories in each food.
Assessment
 The teacher will collect the work to see if the students performed the calculations
correctly.
 The class will discuss their findings and the benefits from knowing the
percentage of calories they would intake from carbohydrates, proteins and fats in
a particular food.
Adapted from lesson at www.pecentral.org
Science Lesson Day 2
The Ozone: The How, Where, Why, and Effects
Objectives:
 Students will determine the extent in which sunscreens work through an activity.
 Students will be introduced to the Earth’s atmosphere and the energy Earth receives
from the Sun.
 Students will understand the location and function of the ozone layer.
 Students will understand how human activities affect the ozone layer.
Activity:
 To introduce discussion of ultraviolet rays in our atmosphere, we will do a sunscreen
test. Students will divide evenly into 8 color groups determined by the color of their
shirt.
 The groups include infrared (the black shirts), red, orange, yellow, green, blue, violet
and ultraviolet (the white shirts). If one group does not have at least 2 people in it,
then students will be moved to complete the groups. During this test, each of the
groups will receive a zipper seal plastic sandwich bag, an unknown SPF sample of
sunscreen, and a piece of sun-sensitive paper.
 Students will mark on one side of the bag their group color. Then they will flip the
bag over and place the sun-sensitive paper inside and close the bag.
 Next, students will evenly spread the sunscreen on the plastic bag. Then they will
place their bags outside in direct sunlight. After three minutes, the groups will gather
their bags and bring them inside. The groups will make a comparison of their sunsensitive papers with other groups’ papers and an untreated sun-sensitive paper.
With the given SPF’s available, they will have to determine if possible, which group
had which SPF number.
 Student will then discuss their findings as a class.
 Explain that part of keeping yourself well and protected involves keeping your
environment well. Student will then watch a PowerPoint presentation about the
Earth’s atmosphere, ultraviolet rays, the energy Earth receives from the Sun and the
ozone layer. Students will participate in a group activity and interactively answer the
questions in group discussions from the PowerPoint presentation.
Assessment:
 Students will complete a group analysis form of their sunscreen test. Using a chart,
students will compare their group’s sample to other groups’ samples.
 As a class, students will discuss whether the sunscreen worked and what possible
variables were present that could have thrown off the results. Students will work in
groups to answer questions and participate in group activities presented through a
PowerPoint presentation.
Social Science Lesson Day 2
Health Time Capsule (Integrated with Health and Language Arts)
Objectives:
 Students will identify trends in personal health issues including obesity, sexually
transmitted diseases, eating disorders, and stress.
 Students will create a time capsule that reflects the health issues of a particular
period.
Lesson:
 The class will begin by reviewing the current state of personal health issues
including obesity, sexually transmitted diseases, eating disorders, and stress.
(These issues were introduced during health.)
 Students will then examine these personal health issues and how they affected
people during previous periods. Specifically, the students and teachers will look at
how these issues have changed.
 After the class discussion, students will create a health time capsule. The students
will write a letter as if they were from that period about personal health issues.
 The students will also write a front page article that would have appeared in a
newspaper of the time concerning a health issue. Finally the students will write a
short journal (in Language Arts) about a particular health issue from the perspective
of a person from the chosen period. After their work is completed, the students will
place their artifacts in a time capsule (shoe box).
Assessment: Score students on the following rubric.
Health Time Capsule
Teacher Name:
Student Name:
CATEGORY
________________________________________
4
3
2
1
Use of Class
Time
Used time well
during each
class period.
Focused on
getting the
project done.
Never
distracted
others.
Used time well
during each
class period.
Usually focused
on getting the
project done
and never
distracted
others.
Used some of
the time well
during each
class period.
There was
some focus on
getting the
project done
but occasionally
distracted
others.
Did not use
class time to
focus on the
project OR
often distracted
others.
Required
Elements
The capsule
includes all
required
elements as
well as
additional
information.
All required
elements are
included on the
capsule.
All but 1 of the
required
elements are
included on the
capsule.
Several
required
elements were
missing.
All elements
are related to
the topic and
most make it
easier to
understand. All
borrowed
elements have
a source
citation.
All elements
relate to the
topic. Most
borrowed
elements have
a source
citation.
Elements do not
relate to the
topic OR
several
borrowed
elements do not
have a source
citation.
Elements in the All elements
Capsule are related to
Relevance
the topic and
make it easier
to understand.
All borrowed
elements have
a source
citation.
Content Accuracy
At least 4
3 accurate facts 2 accurate facts
accurate facts are displayed in are displayed in
are displayed in the capsule.
the capsule.
the capsule.
Less than 1
accurate facts
are displayed in
the capsule.
Knowledge
Gained
Student can
accurately
Student appears
to have
Student can
accurately
Student can
accurately
answer all
questions
related to facts
in the capsule
and processes
used to create
the capsule.
answer most
questions
related to facts
in the capsule
and processes
used to create
the capsule.
answer about
75% of
questions
related to facts
in the capsule
and processes
used to create
the capsule.
insufficient
knowledge
about the facts
or processes
used in the
capsule.
P.E. Lesson Day 2
Aerobic Activities: Pilates, Tae Bo, Introduction to Weights
Objectives:
 Students will gain knowledge of aerobic and anaerobic fitness as well as learning
why it is important to be physically well.
 Students will be able to do Palates or Tae-bo using the correct form.
Lesson: First have the class stretch and jog for a warm-up. Then the class will be
divided into two groups (those who want to do Palates and those who want to try Taebo). Have one group on one end of gym at the opposite end, or wherever you have two
electrical outlets for the VCRs. Get each group started and then go back and forth to
see that they are doing it correctly.
Assessment: You will be able to tell how they are doing by observing them. The Taebo people should be sweating and exerting themselves for at least 20 minutes. The
Palates people should be doing the stretching correctly to attain benefits.
Health Lesson Day 3
How to be a team player
Materials:
 Markers
 Large sheet of paper
Objectives:
 Students will understand the concept of teamwork
 Students will be able to list qualities that would allow a group to work together
successfully
Procedure:
 Teacher begins by naming various sports teams. What do these names have in
common? They are all teams.
 What qualities does a team possess?
 Students are then broken into groups and are each given a marker a large
sheet of paper.
 The teacher asks the students to think of words that encompass the meaning
of teamwork.
 Students share their words with the rest of the class.
 Students then generate their own definition of teamwork. This definition is to
be written on the sheet of paper as well. These will be displayed on the walls
of the classroom. Each group reads their definition of teamwork.
 What are ways in which teams work successfully together? What makes a
good team? Students give three points for a solid-working team. The teacher
will then write these points on the board in order for all students to reflect on
them.
 Teacher will then copy these guidelines on a sheet of poster board to display
in the classroom as well.
Assessment:
Students will be assessed through the definitions and guidelines provided by each
group’s presentation.
This lesson is adapted from a lesson called “Teamwork” by R.L at this website:
http://www.atozteacherstuff.com/pages/440.shtml
Language Arts Lesson Day 3
Round Robin Writing (Teamwork) (Integrated with Science)
Objectives:
 Students will use information presented in science to cooperatively write a story
about natural disasters.
 Students will work as a team to complete brainstorming and a story.
Procedure:
 Students will be divided into groups of no more than five. They will be numbered
off and then will form their groups.
 Each group member will present his or her questions and thoughts from science
class to the rest of the group and discuss concerns and questions.
 After five minutes, the teacher will present the class with the following prompt:
o “I never knew natural disasters were so interesting! The most interesting
thing I learned about ______________________ was:”
 Each group will have to choose one natural disaster presented in science class
and write a story. The first person to write will have three minutes to write, the
next person will have three minutes, and so on, until each group member has
contributed to the story. This story will have to include at least five important
facts or questions from science.
 When each group has completed their story, they will present their story to the
class and read in a round robin fashion.
 The sloppy copy will have to be rewritten and edited for errors to be submitted
for grading.
Assessment:
 Students will be assessed on how effectively they worked as a team to complete
the story.
 Students will also be assessed on the content of the story, (that it contains at
least five facts) and conventions.
Math Lesson Day 3
Structure Building from Straws
Objectives
 Students will work cooperatively on teams.
 Students will attempt to build the tallest freestanding structure from straws and
tape.
Lesson
 The students will be put in groups of three and will not be allowed to talk; they
must be able to communicate in different forms.
 The students will be given twenty-five flexible straws and a six-inch piece of
tape.
 The students will work cooperatively in their group to build the highest
freestanding structure.
 The students will be given twenty minutes to build their structures.
 The students will measure their structures.
Assessment
 The teacher will walk around the room while the teams are building and observe
the how the students are working together.
 The teacher will record the height of each group’s structure.
 They should be able to look at the different structures and have a class
discussion about what makes a strong, stable and tall structure.
Science Lesson Day 3
Natural Disasters that Affect Our Society
Objectives:
 Students will discover the formation and types of volcanoes, hurricanes, earthquakes and
tornadoes.
 Students will participate in meaningful discussions about these topics.
 Students will come up of questions they have about these topics.
Activity:
 In an attempt explain wellness of a society, we must understand the different natural
disasters that our society can endure. We will be looking at the different natural
disasters by exploring the website http://www.nationalgeographic.com/forcesofnature/ on
the Smart Board.
 We will be learning about volcanoes, hurricanes and earthquakes and tornadoes through
this website on the Smart Board. This site allows you to learn the reasoning for these
natural disasters and read about case studies as well as interact with short activities
using simulations, video clips and view photos. Students will be participating in the
simulations, group discussions and answering questions.
For example, with the volcanoes section we would do the following. In the Lab, we
will read What is a Volcano? and Where do volcanoes occur?.
 Next we will go to the slide How do Volcanoes form? Here we will look at five types of
volcanoes. Then we will go to slide 4 and learn about the six possible types of
volcanoes. On slide 5, we will look at how volcanoes erupt. Next, we will do the activity
Build your own Volcano!


Ask students to choose criteria to build the volcano and see the difference when they
erupt. Read each of the captions. There are four types of volcanoes to look at. Then
we will look at the Map. Here students will see if they can identify the names of the
volcanoes. The teacher can move the cursor on top of the volcano to learn more about
them.
Next we will look at two case studies. On the first slide there is a short video,
photographs and information that explain the Kilauea Volcano that we will explore. The
fourth slide contains two short films, photographs and information on Mount St. Helens
that the class will look at.
Assessment:
Students will participate in group discussion and activities provided by the website.
Students will have a list of questions to answer and a section to list any questions or concerns
of their own about these elements.
Social Science Lesson Day 3
Natural Disasters
Materials: Maps, encyclopedias, internet, history books, index cards, point folders
Objectives:
 Students will understand the locations and effects of natural disasters that have
occurred throughout the history of the United States.
 Students will understand how the lives and wellness of Americans were affected
by natural disasters.
Preparation:
On the index cards write the names of natural disasters that have occurred in the United
States (names of hurricanes, Floods and Years, etc.). Make enough sets of index cards
for every group to have a set. Place some facts of the back of the card. Have a
computer with the internet available to students. Have encyclopedias and other history
and reference books available to the students. Prior to class, divide the students into
2-3 teams. Post the teams on the wall. Make 5 pockets to hold index cards that can be
mounted on the chalk board or wall. Place the numbers 10, 20, 30, 40, 50 on the
pockets.
Procedure:
 Let the students get into groups of 3-5. Give each group a set of index cards.
Give them 20-30 minutes to research the disasters and learn as much as they
can.
 At the end of the 20 minutes have them get find their team number on the wall
and get into groups.
 Shuffle 2 sets of index cards together and then evenly divide them up into the
pockets on the board.
 Flip a coin or use some technique to choose which team will go first.
 Let the team choose a point value for a question. Make up a question from the
card (similar to Jeopardy). Have a signal designated for the teams to be ready to
answer. The team that signals first gets to answer. If they answer correctly they
get the points and can choose the next point value. If they answer incorrectly
they loose the points and the previous team gets to choose the point value. Keep
score. Have a treat or something for the winning team. Play to the end of the
period.
Assessment:
You will be able to assess the students by their group performance during the game.
Students can also be assessed by their participation during the group research time.
P.E. Lesson Day 3
Teamwork Activities
P.E. Day 3
Objective:
 Students will learn how to work as a team to acquire given goals.
 Students will learn the basis of teamwork is trust.
 Students will also learn that each person has to do his/her job in order for the
team to succeed (the team is only as good as its weakest link).
Lesson: Start with a warm-up (stretching and a short jog or quick sprints). Then divide
the class into 4 groups. Explain each station and then have them go there. Each group
will get a chance to go to every station (5-10min each). The stations are as follows
1)relay races, 2)team trekkers race, 3) standing fall and catch, 4)basketball knockout
game. Each station’s goal is to build a successful team.
Assessment: Assess at each station. 1)relay races- have the students choose the
order they run in and see how they react to winning and losing. 2)team trekkers racethe teams who figure out how to work together will win the race. 3)standing fall and
catch- the kids will build trust and this will be evident by whether or mot anyone falls
on the floor. 4)basketball knockout game-teams work together to eliminate all the
players on the other team. Observing the students will give a good understanding on
their performance. Remember that just because a team lost, doesn’t mean they didn’t
have teamwork.
Health Lesson Day 4
All about Me
Materials:
 Glue
 Scissors
 Magazines
 Construction Paper
 Overhead Projector
Objectives:
 Students will become aware of their uniqueness and individuality through
creating their collage.
 Students will learn about body image and be able to discuss its meaning
 Students will be able to find pictures and phrases that describe themselves
Procedure:
 Teacher begins lesson by asking students what “self-image” means. After
fielding responses, teacher then asks what is “body image.”
 After giving the textbook definitions of these terms, the teacher then has the
students close their eyes and try to visualize themselves as a person. What
kinds of things do they enjoy? What kinds of things do they dislike? What
types of words describe them as a person? How do they see themselves as a
person?
 Upon opening their eyes, the students are to take out a piece of paper and
begin to write down the images they experienced.
 While the students are writing down their thoughts, the teacher uses the
overhead projector to create a shadow to trace each student’s head profile
onto a piece of construction paper.
 Once students have their profile outline, they can begin looking through
magazines, trying to find words and pictures they can use to convey their self
and body image.
 After finding these items, students are to glue them within their head profile.
 When all students are finished with their image, the students can hang their
collages on the walls of the classroom.
 Students can then take a tour of these masterpieces.
Assessment:
Students will be informally assessed on the topic of self-image and body image through
viewing their head profiles. Students should include things that are meaningful to them.
Adapted from a lesson Crystal Ward’s 8th grade students participated in during her
student teaching experience at Triad Middle School, St. Jacob, Illinois
Language Arts Lesson Day 4
Everygirl from Anytown, U.S.A. (Integrated with Health and P.E.)
Objectives:
 Students will identify and expand upon the meaning of self-image.
 Students will acknowledge the difference between a healthy self-image and ideal
image.
 Students will identify at least one benefit of physical activity/exercise to
emotional well-being.
Procedure:
 Have students read story: Everygirl from Anytown, USA, and allow students to
share their reaction to at least three people in the class.
 Have students complete the Journal questions individually after five to seven
minutes of discussion.
 After completing journal entry, allow students time to reflect individually about
the difference between a healthy self-image and an ideal image.
 Lead discussion on how being physically active affects emotions and feelings of
well-being.
 Allow students to evaluate themselves and share their thoughts and experiences.
Assessment:
 Students will be assessed on their contribution to the group discussion and their
journal entries.
Lesson adapted from: www.thesolutionsite.com/lesson955/lesson5.html
EVERYGIRL FROM ANYTOWN, U.S.A.
(Adapted from a fictional story from the book, Raising Our Atheletic Daugthers, by Jean
Zimmerman and Gil Revill.) ISBN: 0-385-48960-9
Everygirl is a fictional character from Anytown in the United States. She is a typical 13
year old girl who competes in track and field competitions. She often runs against some
of the best runners in her country and town. She always dreads running practice and
track meets. In many ways, she is lazy.
She has to force herself to get off the couch and exercise. Part of her struggle is
with herself, with her own thoughts.
During a race an image will sometimes flash through her head. Her adrenaline is
used up after only two minutes, and then she feels some pain. The second-guessing
begins. “Why do I do this sport?” she will ask herself. “It’s so painful—what do I do to
get out of it?”
The only way out of self-doubt for Everygirl is to run through it. She normally
considers herself as being awkward and uncoordinated, but never feels that way when
she runs. “I like to feel stronger” is the way she articulates what running does for her.
In the physical sense, it’s true. Running will condition her cardiovascular system,
strengthen her immune system, and build her muscles. The pounding that her legs
withstand will add bone mass to them and actually make her healthier as an athlete. But
emotionally????
Answer the following questions after talking with at least three of your classmates:
1. Write what Everygirl gets from running emotionally.
2. How would you feel about running?
3. What physical benefits do you get?
4. What emotional benefits do you get?
5. Would it make you a better person?
Math Lesson Day 4
Personality Tests’ Graphs (Integrated with Social Science)
Objectives
 Students will be able to successfully construct, read, and explain bar graphs, line
graphs and pie graphs.
 Students will work successfully in groups while constructing graphs.
 Students will be able to have a class discussion on the findings and the
importance of graphs.
Lesson
 Students will bring their personality tests results to class. (from social studies)
 Teacher will put results from each student and test on the board.
 The students will be put into groups to graph the class results of each test.
 Students will be instructed to use a different kind of graph for each of the three
different tests.
 The graphs to be used are bar graph, line graph, and pie graph.
 After the groups have completed their graphs, the class will discuss the
personality tests and the importance of graphs.
Assessment
 Graphs will be collected at the end of class and graded.
 Teacher should walk around while the students are completing their graphs and
look for cooperative group efforts.
 Teacher will assess the amount of knowledge students have about graphs and
their importance during the class discussion.
Science Lesson Day 4
Personal Experiences with Natural Disasters
Objective:
 Students will determine natural disasters around their community.
 Students will make a poster describing a force of nature they have encountered.
Activity:
 We will look at how the wellness of our community is affected by the natural disasters
around us.
 Students will brainstorm a list of natural forces that have affected their lives. Students
will choose one that they can easily recall to write about. Students will write a short
essay describing a time when they encountered a force of nature.
 Next students will peer-edit with a partner. When students are finished, they will
rewrite it on their poster. Next, students are to use their textbooks to explain what they
encountered.
 Students can either draw this process on their paper or write about it. Next students will
need to include a list of precautions people should take when experiencing these forces
of nature.
 The posters will be displayed around the classroom.
Assessment:
Students will have a rubric to follow for designing their posters. This will include the
focus, relevance, explanation, and mechanics of their writing and use of information, as well as
their participation in peer editing.
Social Science Lesson Day 4
Personality Tests (Integrated with Math)
Objectives:
 Students will complete several personality inventories.
 Students will evaluate whether these inventories accurately reflect their personalities.
 Students will participate in a class discussion about their personality inventory results.
Lesson:
 Students will complete the following personality inventories:
 “What are My Learning Strengths?”
 “What Color is Your Personality?”
 “Analysis of My Study Habits.”
 After completing the personality inventories, students will reflect in writing whether
these tests are an accurate representation of their personality and why or why not.
 After reflecting, the teacher will conduct a whole class discussion on their results.
Students will be able to share what they learned from these inventories.
 The teacher will discuss how we can use this information about ourselves to work in
groups at school and maintain friendships. After the class, students will take their
results to math where they will analyze the class results.
Assessment:
 Students will be given ten (10) points for each inventory completed.
 Student will also be given ten (10) participation points for contributing in the class
discussion.
 Students will be able to earn forty (40) points for the day.
Adapted from:
Multiple Intelligence Inventory,
http://snow.utoronto.ca/courses/mitest.html
Virginia Tech, Division of Student Affairs
http://www.ucc.vt.edu/stdysk/checklis.html
What are my Learning Strengths?
Research shows that all human beings have at least eight different types of intelligence.
Depending on your background and age, some intelligences are more developed than
others. This activity will help you find out what your strengths are. Knowing this, you
can work to strengthen the other intelligences that you do not use as often.
Verbal/Linguistic Intelligence
Logical/Mathematical Intelligence
___I enjoy telling stories and jokes
___I really enjoy my math class
___I have a good memory for trivia
___I like logical math puzzles or brain teasers
___I enjoy word games (e.g. Scrabble &
___I find solving math problems to be fun
puzzles)
___If I have to memorize something I tend to place
___I read books just for fun
events in a logical order
___I am a good speller (most of the time)
___I like to find out how things work
___In an argument I tend to use put-downs ___I enjoy computer and any math games
or sarcasm
___I love playing chess, checkers or Monopoly
___I like talking and writing about my ideas ___In an argument, I try to find a fair and logical
___If I have to memorize something I create
solution
a rhyme or saying to help me remember ___If something breaks and won't work, I look at
___If something breaks and won't work, I
the pieces and try to figure out how it works
read the instruction book first
___For a group presentation I prefer to create the
___For a group presentation I prefer to do
charts and graphs
the writing and library research
Visual/Spatial Intelligence
Bodily/Kinesthetic Intelligence
___ I prefer a map to written directions
___ My favourite class is gym since I like
___ I daydream a lot
sports
___ I enjoy hobbies such as photography
___ I enjoy activities such as woodworking,
___ I like to draw and create
sewing and building models
___ If I have to memorize something I draw a
___ When looking at things, I like touching
diagram to help me remember
them
___ I like to doodle on paper whenever I can
___ I have trouble sitting still for any
___ In a magazine, I prefer looking at the
length of time
pictures rather than reading the text
___ I use a lot of body movements when
___ In an argument I try to keep my distance,
talking
keep silent or visualize some solution
___ If I have to memorize something I write
___ If something breaks and won't work I tend
it out a number of times until I know it
to study the diagram of how it works
___ I tend to tap my fingers or play with
___ For a group presentation I prefer to draw
my pencil during class
all the pictures
___ In a argument I tend to strike out and
hit or run away
___ If something breaks and won't work I
tend to play with the pieces to try to fit
them together
___ For a group presentation I prefer to
move the props around, hold things up
or build a model
Musical/Rhythmic Intelligence
Interpersonal Intelligence
___I enjoy listening to CD's and the radio
___I get along well with others
___I tend to hum to myself when working
___I like to belong to clubs and organizations
___I like to sing
___I have several very close friends
___I play a musical instrument quite well
___I like helping teach other students
___I like to have music playing when doing
___I like working with others in groups
homework or studying
___Friends ask my advice because I seem to
___If I have to memorize something I try to
be a natural leader
create a rhyme about the event
___If I have to memorize something I ask
___I an argument I tend to shout or punch or
someone to quiz me to see if I know it
move in some sort of rhythm
___In an argument I tend ask a friend or some
___I can remember the melodies of many songs
person in authority for help
___If something breaks and won't work I tend to ___If something breaks and won't work I try to
tap my fingers to a beat while I figure it out
find someone who can help me
___For a group presentation I prefer to put new ___For a group presentation I like to help
words to a popular tune or use music
organize the group's efforts
Intrapersonal Intelligence
Naturalist Intelligence
___I like to work alone without anyone bothering ___I am keenly aware of my surroundings and
me
of what goes on around me
___I like to keep a diary
___I love to go walking in the woods and
___I like myself (most of the time)
looking at the trees and flowers
___I don't like crowds
___I enjoy gardening
___I know what I am good at and what I am weak ___I like to collect things (e.g., rocks, sports
at
cards, stamps, etc)
___I find that I am strong-willed, independent
___As an adult, I think I would like to get away
and don't follow the crowd
from the city and enjoy nature
___If I have to memorize something I tend to
___If I have to memorize something, I tend to
close my eyes and feel the situation
organize it into categories
___In an argument I will usually walk away until I ___I enjoy learning the names of living things
calm down
in our environment, such as flowers and
___If something breaks and won't work, I wonder
trees
if it's worth fixing up
___In an argument I tend to compare my
___For a group presentation I like to contribute
opponent to someone or something I have
something that is uniquely mine, often based
read or heard about and react accordingly
on how I feel
___If something breaks down, I look around me
to try and see what I can find to fix the
problem
___For a group presentation I prefer to
organize and classify the information into
categories so it makes sense
TOTAL SCORE
_______ Verbal/Linguistic
_______ Logical/Mathematical
_______ Visual/Spatial
_______ Bodily/Kinesthetic
J. Ivanco, 1998
http://snow.utoronto.ca/courses/mitest.html
_______Musical/Rhythmic
_______Interpersonal
_______Intrapersonal
_______Naturalist
P.E. Lesson Day 4
Obesity/Depression/Endorphins
Objective:
 Students will gain an understanding of how physical fitness can help fight disease
like obesity and cardiovascular disease.
 Students will understand the correlation between physical fitness and the decline
of emotional problems like depression.
 Students will comprehend the endorphins released during physical activity are
there to promote emotional wellness.
Lesson: First explain the lesson about emotional wellness, which will get them
interested in the new activities for the day. Students will warm-up with stretching and
jogging. Then the students will breakup into 2 groups. Explain how to perform the
tasks of ply metric box jumping and ladder agility drills. Have the students do the 2
stations then switch at the halfway point. To end the classes have the students jump
rope for a cool down.
Assessment: The students will benefit if they do the drills correctly (form and
function). You will check for their comprehension by observing their actions. The key
is to get their heart rate up for at east 20 minutes. They will be able to tell you how
they feel. You will also be able to judge coordination by their performance.
Health Lesson Day 5
Strategies for a healthy life
Materials:
 Markers
 Large pieces of white paper
Objectives:
 Students will list ways to live a healthy life
 Each student will pick one thing they want to improve to make their lives
healthy
Procedure:
 Students will be divided into groups and given markers and large pieces of
white paper.
 Teacher will ask students to list as many ways they can think of to live a
healthy life.
 Students will work together to produce a list of healthy living tips.
 After each group has finished, they will present to the class their information.
 Once each group has presented, students will be asked to return to their seats.
 On an individual level, the teacher will ask each student to decide on at least
one thing they would like to change in order to live a healthier life. Each
student will write a narrative essay detailing what it is that they want to
change and how they will go about implement it.
Assessment:
 Students will be informally assessed both in their group setting and on an
individual basis.
 Teacher will evaluate the participation of each group during this activity.
 The teacher will also evaluate each student’s understanding of a healthy
lifestyle through the reading of each narrative essay.
Language Arts Lesson Day 5
Magazine Activity, Business Letter Writing (Integrated with Health)
Objectives:
 Students will identify magazine articles that promote wellness, as well as those
that do not.
 Students will know the components of a business letter and be able to
demonstrate their understanding by composing a business letter.
Procedure:
 Begin by dividing the class into groups of no more than five.
 Distribute various magazines to the groups and instruct them to search for at
least five advertisements or articles that promote lifetime wellness, as well as
five that do not promote a healthy lifestyle. Review what wellness means if
necessary.
 After each group has found at least ten articles, have them discuss their findings
as a group. Prompt them with the following questions:
o Did you find more advertisements or articles that promote or demote
wellness?
o What message do the advertisements or articles send? , etc…
 Have each group share their top two advertisements or articles to the class.
 Following a brief discussion, review the components of a business letter with the
class.
 Individually, each student will write to the magazine’s editor either praising him or
her for including advertisements or articles that promote a lifetime of wellness, or
a letter of disappointment for including advertisements or articles that demote a
healthy lifestyle.
Assessment:
 Students will be assessed on the quality of their group work.
 Students will be assessed on the inclusion of all the components of a business
letter, as well as conventions.
Math Lesson Day 5
Tobacco Calculations
Objectives
 Students will be able to solve word problems and perform simple algebraic
equations.
 Students will be able determine the cost of tobacco of different extents of time.
Lesson
 Class will have a discussion about how much tobacco products costs and their
effects on the human body.
 Class will do word problems (attached) cooperatively with a partner.
 Class will have a discussion over their findings.
Assessment
 Teacher will walk around while students are working to observe teamwork.
 Teacher will collect worksheet.
 Teacher will take in account the amount of active participation during the
discussion and while working on the worksheet.
Adapted from lesson at www.pecentral.com
Tobacco Calculations Worksheet
A pack of cigarettes cost $3.25. If a person smokes one pack per day, how much would
the person spend in a week?
In a year?
In ten years?
In twenty-five years?
A pack of cigarettes cost $3.25. If a person smokes two packs per day, how much
would the person spend in a week?
In a year?
In ten years?
In twenty-five years?
A can of smokeless tobacco cost $3.45. If a person uses one can per day, how much
would the person spend in a week?
In a year?
In ten years?
In twenty-five years?
It has been found a cigarette can take 7 minutes off a person’s life. If a person smokes
20 cigarettes per day, how much time has been taken off the person’s life in a day?
In a week?
In a year?
In ten years?
In twenty-five years?
Science Lesson Day 5
Awareness and Preparation Procedures of Natural Disasters
Objectives:
 Students will share their natural disaster posters with the class.
 Students will learn about the necessary precautions to take when natural disasters occur.
 Students will participate in natural disaster drills.
Activities:
 Students will brainstorm a list of all possible natural disasters people could encounter.
 Next, students will divide into groups and sign up for a natural disaster to investigate.
The groups will be investigating the precautions and the procedures people should follow
when they are involved in their natural disaster.
 Resources will be available in the classroom for students to use including the internet.
One good site for students to use is http://www.aoml.noaa.gov/general/lib/hurricbro.html.
The natural disasters include: tornado, volcano, earthquake, hurricane, flood,
thunderstorm, and heat wave.
 Each group will have a list of questions concerning the public announcements that people
would encounter, the safety precautions people would need to take, and the life of the
natural disaster itself. Students will also complete a self-evaluation form on their
contributions to the group project.
 Students will have 20 minutes to complete a poster answering these questions. The
group leader will be designated to explain the group’s poster when time is called.
o Students will learn the safety procedures during the group presentations.
 Next, the class will take part in an emergency activity. The teacher will give students a
situation and they will have to determine what disaster it is and how to prepare or react
to it.
 Students will be seated and students will be called to answer the situation by stating what
has happened and what safety procedures people should follow. Next students will act
as they would in that situation by doing the proper procedures. Students will learn from
their peers if they do not know what to do in each situation.
Assessment:
 Students will have to work cooperatively in groups and will be graded on group work and
individual contributions.
 Students will complete a self-evaluation form of their participation in the group project.
Students will participate in the emergency activity and respond by answering questions
and reacting to the situations.
Social Science Lesson Day 5
Let’s Not Make the Same Mistake Twice
Materials: Student will need writing materials
Objectives:
 Students will understand that history can repeat itself.

Students will understand how they can take precautions to prevent repeating
history.

Students will design a plan to prevent repeating history and keep our society
healthy and put their ideas into a paper
Procedure:
 Explain to the students that they will be writing a plan, in paper format, of how
society or they can prevent repeating history and how to keep our nation well.
 Explain to the students that taking personal notes would help them when it comes
time to begin their writing.
 Discuss with the students times that history has been repeated. Review the
lessons from earlier in the week. Discuss ways that our society and we, as
individuals, can prevent these things from happening again.
 What are the many ways that we can keep our nation well. Take as much time
with the discussion as you feel is needed. After discussing, write these two
prompts on the board:
*Write a plan on how you could help your community stay well and prevent
repeating history.
*Place yourself in a position of National Authority and write a plan of how
you could help our nation stay well and prevent repeating history.

Give the students the following rubric and go over it with them until they fully
understand what is expected. Give them the rest of the class period to begin
writing and set a due date.
Assessment:
Students will be assessed using the rubric for their writhing assignment
P.E. Lesson Day 5
Non-Traditional Sports
Objective:
 Students will understand life wellness and be able to explain the benefits.
 Students will learn about 2 non-traditional games (team handball and ultimate
Frisbee) and be able to use teamwork to play both.
Lesson: Explain the two games and how the students can benefit from finding a
recreational sport or hobby that contributes to their health. Have them do a warm-up.
Play simulated games of each for half the period and then switch.
Assessment: The students should be able to tell you the rules for each game. They
will also know which game they enjoyed the most. Have the children research any nontraditional game and turn in a 1 page paper for extra credit or for a regular grade
(optional). The students will also be able to tell you the benefits of finding and playing
a game they can participate in for a lifetime. You will be able to tell their skill level by
observation.
Research Report : Let's Not Make The Same Mistake Twice
Student Name:
CATEGORY
Organization
________________________________________
4
Information is very
organized with wellconstructed
paragraphs and
subheadings.
3
Information is
organized with wellconstructed
paragraphs.
2
Information is
organized, but
paragraphs are not
well-constructed.
1
The information
appears to be
disorganized. 8)
All topics are
addressed and all
questions answered
with at least 2
sentences about
each.
All topics are
addressed and most
questions answered
with at least 2
sentences about
each.
All topics are
One or more topics
addressed, and most were not addressed.
questions answered
with 1 sentence
about each.
Information clearly
relates to the main
topic. It provides 1-2
supporting details
and/or examples.
Information clearly
Information has little
relates to the main
or nothing to do with
topic. No details
the main topic.
and/or examples are
given.
Comments:
Amount of
Information
Comments:
Quality of Information Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.
Comments:
Mechanics
No grammatical,
spelling or
punctuation errors.
Comments:
Total Score
/16
Almost no
A few grammatical
grammatical, spelling spelling, or
or punctuation errors punctuation errors.
Many grammatical,
spelling, or
punctuation errors.
Day 6: Intellectual Awareness
 Session 1: Research
 In this session, students will stay in their first hour classes for the first third of
the day. Student will be more thoroughly introduced to the health fair project.
 Students will choose topics and get in groups. In this research session, students
will be able to use the resources available in their classrooms to find information
on their health booth topics.
 Teachers will provide books, media guides and internet websites to assist
students in their research.
 Session 2: Jeopardy Game
 The jeopardy game is a way to promote intellectual wellness. Students are to
report to their third hour class. Here, the teacher have the game set up and will
explain the rules for the game.
 Students then will play the jeopardy game. The winning team will be given
recognition at the health fair. Each student will receive a healthy snack as a job
well done at the end of the game.
 Session 3: Physical Activity: Handball (Teamwork)
 The objective of this session is for students to choose the game they will play
and then use teamwork while participating. The students will get an aerobic
workout while enjoying the sport they want to participate in.
 Lesson: Explain that the next two days will be used to play team handball or
ultimate Frisbee.
 They get to choose and this reflects an attitude that stresses finding something
they enjoy. Have students warm-up and then get straight to the game.
 Explain to them afterwards that it is good to have a few activities to enjoy for
physical fitness and that tomorrow the game not chosen should be played (let
them make the final decision though).
 Assessment: Hopefully the students will have found a game they can play
throughout their lives. They will be able to tell you their thoughts and feelings
on each game by writing a page on each (optional).
Day 7: Spiritual Awareness
 Session 1: Create Health Fair Booth
To start off the day, students will stay in their first hours to create their health fair
booth using the information they researched in session 1 of day 6. Here students
will work collaboratively to devise a plan for their booth. Students may use a variety
or materials to produce their booth and the booth can take on any form as long as it
coincides with the rubric given. Students are to work efficiently with a 10 minute
break during this session.
 Session 2: What Kind of Animal Are You?
 For this session, students will be exploring the spiritual aspect of wellness.
Students will complete the following prompt:
 If you were an animal, what kind of animal would you be and why?
Discuss how your personality and characteristics are reflected in the particular
animal that you have chosen.
 After students have completed the prompt, conduct a class discussion in which
students share what they have written.
 Session 3: Physical Activity: Teamwork
 This day will be the same as day 6. The students will choose their game and when
it is over they will be able to see how this P.E. portion of the wellness unit
contributes to the overall theme. You can finish up by asking them questions that
pertain to all the lessons (teamwork, fitness, etc.)
Day 8: Wellness Health Fair
Culminating Activity
Health Fair
In the morning of Day 8, students will prepare their health fair booths to present
at the wellness health fair later that afternoon. Students will start in homeroom and
then travel to the gym with all of their supplies to set up their booths. The afternoon is
designated as the Health Fair. The whole middle school will be divided into sections.
The sixth graders will attend the fair from 1:00 – 2:00pm and the seventh graders will
be attending from 2:00 – 3:00. Each eighth grader will also be assigned to a section so
they can visit the other booths. This arrangement will allow two group members from
each booth to be present at their own booth so they can present their topic to the other
visiting students. During the health fair, students will be explaining their topic as it
relates to wellness, the reason for the awareness of the topic, and the consequences
people could face within their topic.
Each student will use a KWL chart to assess their progress on each health fair
booth. Prior to starting their project, the students will list what they know about their
topic and what they would like to learn. At the end of the project, students will
complete the “L” portion of their chart, telling what they have learned as a result of
their research. The students will turn in their KWL charts along with their project
evaluations. Students will be given a section for group and individual evaluations.
Student projects will be graded using the health fair booth rubric.
 Three things I learned about my topic were:
o ___________________________________________________________
o ___________________________________________________________
o ___________________________________________________________
 I enjoyed ________________________________________________________
___________________________________ most about the Health Fair Project.
 What specific topics did I research within the project?
o ___________________________________________________________
o ___________________________________________________________
o ___________________________________________________________
o ___________________________________________________________
 Specifically, how did I contribute to the project?
___________________________________________________________________________
 I would rate my group members with 5 = giving 100% effort :
 ___________________________1 2 3 4 5 __________________________1 2 3 4 5
 ___________________________1 2 3 4 5 __________________________1 2 3 4 5
 ___________________________1 2 3 4 5 __________________________1 2 3 4 5
 I would rate my self 1 2 3 4 5 on effort.
Health Fair Booth Rubric
Group Members:
 _____________________________
 _____________________________
 _____________________________
 _____________________________
 _____________________________
 _____________________________
Process
1. Worked well in the group
2. Properly organized to complete
project
3. Managed time wisely
4. Acquired needed knowledge base
5. Communicated with teacher/group
members
Product (Project)
1. Includes poster, information and
examples
2. Mechanics of speaking/writing
3. Organization and structure
4. Creativity
5. Demonstrates knowledge
6. Easily readable and understandable
Date: _____________________________
Topic/Title:________________________
Teacher Evaluating:__________________
Below Avg.
1, 2, 3
Satisfactory
4, 5, 6
Excellent
7, 8, 9
1, 2, 3
4, 5, 6
7, 8, 9
1, 2, 3
1, 2, 3
4, 5, 6
4, 5, 6
7, 8, 9
7, 8, 9
1, 2, 3
4, 5, 6
7, 8, 9
Below Avg.
Satisfactory
Excellent
1, 2, 3
4, 5, 6
7, 8, 9
1,
1,
1,
1,
1,
4,
4,
4,
4,
4,
2,
2,
2,
2,
2,
3
3
3
3
3
5,
5,
5,
5,
5,
6
6
6
6
6
7, 8, 9
7, 8, 9
7, 8, 9
7, 8, 9, 10
7, 8, 9
Total Score:___________________________
Teacher(s) Comments: