WELLNESS THROUGH HEALTH
Fill out your composition
notebook. Keep it out for notes.
PRE-TEST
1.
Pick the shape you think best represents health.
2.
Explain how you would divide and label the
shape according to health’s major components
(parts).
3.
Write at least one paragraph (5-7 sentences) to
completely explain your ideas.
OBJECTIVES: WHAT YOU NEED TO KNOW
WtH 3:
Put each objective in your own words as you
understand it. (You may write in your first
language.)
 WtH 50:
At the end of the unit, you will be evaluating
yourself on these objectives and will need to give
examples.

OBJECTIVE ONE
Understanding
wellness through the
health triangle.
OBJECTIVE TWO
Make connections on how internal
and external influences (heredity,
environment, culture, media, and
technology) affect aspects of
health.
OBJECTIVE THREE
Understand and develop
health skills.
OBJECTIVE FOUR
Analyze personal
wellness.
OBJECTIVE FIVE
Understand and use
decision-making steps.
OBJECTIVE SIX
Make connections between
personal wellness and effects
on family and community
(local, national, and global).
OBJECTIVE SEVEN
Understand
how personal values
and character traits affect
wellness of one’s self as well as
the larger community.
THE IMPORTANCE OF GOOD HEALTH
Are you Healthy? How do you know?
 Three areas of health are:





Health is on a Continuum


Physical
Mental/Emotional
Social
with constant change
Wellness

Includes
all the elements of health and their balance with one
another
 constant, conscious pursuit of living life to its fullest

YOUR TURN
Wellness continuum (pg. 5):
1. Evaluate yourself in each area.
Health Triangle Survey (pg 6-8):
1. Complete the survey.
2. Tally your totals on page 8.
3.
Complete the Self-reflection in your CN on the
assigned page.
HEALTH TRIANGLE

Physical Health


Mental/Emotional Health


How Well Your Body Functions
Your feelings about yourself, how you meet life’s
demands, and how you process information
Social Health

The way you get along with others and contribute to
your community
THE HEALTH TRIANGLE

Health:


measure of our
body’s efficiency
and over-all wellbeing
Health triangle:

One way to
measure three of
the different
aspects of health.
PHYSICAL HEALTH
 body’s
ability to
function
 includes
components like:
exercise, nutrition,
sleep, alcohol &
drug use, and
weight
management
PHYSICAL HEALTH
EXERCISE
 using
your muscles
to stay physically fit
 helps
 give
you more
energy
 maintain weight
 increase confidence
& self esteem
 battle chronic
diseases
PHYSICAL HEALTH
NUTRITION
Proper balanced meals
are essential in leading
a healthy life.
 Nutritious meals create
a balance between
what we eat and the
way our body uses the
food for energy and
growth.

PHYSICAL HEALTH
SLEEP
 An
average person
should get at least 8
hours of sleep.
 The human body
likes regularity,
going to bed and
waking up at the
same time daily is
the healthiest
option.
PHYSICAL HEALTH
ALCOHOL & DRUG USE
interfere with
messages to the brain
and alter perception
 put you at risk for
accidental injuries, car
crashes, trouble with
the law, unwanted
pregnancies, and fights

PHYSICAL HEALTH
WEIGHT MANAGEMENT
Maintaining a healthy
weight decreases your
risk of certain diseases
such as heart disease
and diabetes.
 Exercise and proper
nutrition helps to
maintain healthy
weight levels.

MENTAL HEALTH
 how
we think, feel
and cope with daily
life
 encompasses:
learning
 stress management
 mental illnesses or
disorders

MENTAL HEALTH
LEARNING
 development
of
skills, behaviors,
and knowledge
 increases



self-confidence
self-awareness
self perception
 teaches
skills
one coping
MENTAL HEALTH
STRESS MANAGEMENT
 Stress
deals with the
way our bodies and
minds deal with life
changes.
 Learning healthy
ways to deal with
stress can reduce
your risk for anxiety
or depression.
MENTAL HEALTH
MENTAL DISORDERS
Stress and problems
with school, friends,
and family can cause
mental illnesses.
 Mental illnesses
include (but are not
limited to):

depression
 bipolar disorder,
 Schizophrenia
 phobias

SOCIAL HEALTH
 the
way we react
with people within
our environment
 includes:



public health (local,
national, and global)
family relationships
peer relationships
SOCIAL HEALTH
PUBLIC HEALTH
includes disease
prevention and
promoting health
through good decision
making
 Keeping yourself safe
and healthy benefits
your community as a
whole.

SOCIAL HEALTH
FAMILY RELATIONSHIPS

healthy family
relationships are:
supportive
 loving
 responsible
 balanced


Families should work
together to eliminate
stress and negativity in
the home promoting a safe
and enjoyable
environment.
SOCIAL HEALTH
PEER RELATIONSHIPS

Strong and supportive
friendships :
increase happiness,
 increase self-esteem,
 reduce stress.


Friends are there to help
celebrate your
accomplishments and
there to offer support in
times of need.
ANALYZING YOUR PERSONAL HEALTH
 Using
the results of your Health Triangle
Survey (pg. 6-8) and your notes, complete
page 9.
DO NOW: PAGE 10 IN WTH
1.
Give one healthy and one unhealthy
example of each area of the health
triangle.
Discuss your answers with your partner.
1. Using the Venn diagram, find three to
five similarities and differences between
a healthy and unhealthy lifestyle.
UNDERSTANDING WELLNESS THROUGH
THE HEALTH TRIANGLE
Page 11
1.
2.
3.
Analyze the wellness of the individuals
in each scenario by drawing a
representative health triangle for each.
Rank them from healthiest (1) to least
healthy (4).
Explain your reasoning in the oval.
WHAT INFLUENCES YOUR HEALTH?
CREATE A T-CHART OF INTERNAL AND
EXTERNAL INFLUENCES






Heredity
Environment
 Physical
 Social
 Culture
Attitude
Behavior
Media
Technology
INFLUENCES
Define internal and external definitions.
Internal influences include knowledge, values,
likes, dislikes and desires which are based on your
experiences and your perspective on life.
YOU HAVE A GREAT DEAL OF CONTROL
OVER THESE.
External influences come from outside sources
such as family, friends, peers, environment,
culture, laws and media.
YOU CAN CONTROL THE WAY YOU REACT TO
THESE.
PROMOTE YOUR HEALTH





Lifestyle Factors
Wellness and Prevention
Health Education
Nation’s Health Goals
Health Literacy
LIFESTYLE FACTORS









8-10 Hours of Sleep
Healthy Breakfast
Nutritious Foods
Physically Active 30 minutes a day
Healthy Weight
NO alcohol, tobacco or drugs
Abstaining from Sexual Activity
Manage Stress
Positive Relationships
PREVENTION AND HEALTH EDUCATION
Prevention

Avoiding things that can
prevent disease or any
types of injuries
Health Education

Learning how to stay
healthy and how it will
improve your life
NATION’S HEALTH GOALS

Healthy People 2020
 Encourage collaborations across sectors.
 Guide individuals toward making informed health
decisions.
 Measure the impact of prevention activities.
HEALTH LITERACY




Critical Thinker and Problem Solver
Responsible, Productive Citizen
Self-Directed Learner
Effective Communicator
WHAT AFFECTS YOUR HEALTH
Health Risk Behaviors

Things you do that
can threaten your
health or the health of
others
Behaviors that can
injure you
 Using Seat Belts
 Tobacco Use
 Smoking
Cigarettes

Alcohol and Drug
Use
 Drinking Alcohol
 Using Illegal
Drugs
 Physical Activity
 Exercising
 Sexual Activity
 Dietary Activity

DOES ABSTAINING WORK?


Abstaining from Alcohol, Tobacco and Drugs
 Avoid Negative Consequences
 Physical Effects
 Mental Effects
 Addiction
 Legal Issues
Abstaining from Sexual Activity
 Don’t have to worry about pregnancy
 No STDs or HIV
MAKE CONNECTIONS BETWEEN PERSONAL
WELLNESS AND EFFECTS ON OTHERS
Page 12
1.
Complete
Page 13
1.
2.
Fill out the box in the middle about
something you did or do (good or
bad) that affected or affects others.
Fill out the rest the boxes about
how your action affected others.
BUILDING HEALTH SKILLS
OBJECTIVE THREE
Understand and develop
health skills.
HEALTH SKILLS
 These
are the skills you will be learning.
Make sure you UNDERSTAND them.
 Work
with a partner next to you to
summarize the different health skills in
ONE sentence.
 Pages 14-15
INTERPERSONAL SKILLS



Communication Skills
Refusal Skills
Conflict Resolution
COMMUNICATION SKILLS
 Aggressiveness
 Passiveness
 Manipulation
 Assertiveness
Pages 16-21
INTERPERSONAL SKILLS
Refusal skills can be used to handle situations in which you are
asked do something that you know is harmful or wrong or something
that doesn’t fit into your best interest.
Sometimes you must reinforce your decision to say no.
Say NO in a firm voice.
Explain why.
Suggest alternatives.
Use appropriate body language.
Leave if necessary.
Complete page 22; be prepared to share.
INTERPERSONAL SKILLS
CONFLICT RESOLUTION
What
is Conflict?
 Opposition
a
clash of opposing ideas
 disagreement
 fight or battle
 contention, hostility
CAUSE OF CONFLICT
opposing viewpoints or
opinions
 emotions

Selfishness
 miscommunication or
misunderstandings
 assumptions

STRATEGIES TO GET PAST
MISUNDERSTANDINGS
Avoid Assumptions
 Validation
 Listen
 Problem Solving Skills
 Tell Your Story

STRATEGIES
TO
RESOLVE CONFLICTS
Assume you do not
have all the answers.
 Ask questions to
understand the other
person(s).
 Be prepared to
compromise or make a
deal.

Postpone.
 Enforce.
 Compromise.
 Explore.
 I-Messages

INTERPERSONAL SKILLS
Conflict Resolution Skills
In addition to practicing effective refusal skills, it is important to
develop and apply strategies for dealing with conflicts or
disagreements and avoiding violence.
The key to conflict resolution is respecting
others’ rights and your own.
INTERPERSONAL SKILLS
Steps When Dealing with a Conflict Situation
Take time to calm
down and think
through the situation.
When discussing the
conflict, speak calmly and
listen attentively, asking
questions when
appropriate.
Use a polite tone and
try to brainstorm
solutions where no one
loses respect.
I MESSAGE

An “I” message has three basic parts:
 “I feel…”
 Tell how you feel. Follow “I feel…” with a feeling
word: “I feel disappointed…”
 “…when…”
 Tell what the other person did or said that caused
you to feel that way. “I feel disappointed when you
cancel our plans at the last minute.”
 “I want…”
 Tell what you want to happen: “I feel disappointed
when you cancel our plans at the last minute. I
want you to let me know earlier if you can’t make
it.”
SELF-MANAGEMENT:
TIME MANAGEMENT
Read and annotate
article on pages 27-28.
Assess your own time
use on pages 29-30.
Complete the
reflection in your
composition notebook.
ANALYZING EXTERNAL INFLUENCES
Commercials…
The average American child may
view up to 40,000 commercials on
television each year.
Controlling your external influences
1.
Identify people/things that might influence
you.
2.
Evaluate how the influence might affect your
health behavior & decisions.
3.
Choose positive influences on health.
4.
Protect yourself from negative influences on
health.

10 ADVERTISING APPEALS
1.
2.
3.
4.
5.
Brand Loyalty
1.
One brand is better than another.
False Image
2.
Certain image by using a particular product or a
service.
Bandwagon
3.
“Everyone” is using this brand…
Humor
4.
“hook” to purchase the product.
Glittering Generality
5.
Exaggerated appeal that gets to your emotions.
Product will take care of “your needs”.
ADVERTISING APPEALS CONT…
6.
7.
8.
9.
10.
Scientific Evidence
6.
Uses data to “convince” that product is the best.
Progress
7.
The “latest” version is the BEST.
Reward
8.
Offers a special prize, gift, or coupon.
Sex
9.
Brand will make you more attractive & alluring
beyond your wildest dreams.
Testimonial
10.
Uses a spokesperson, who is sometimes “famous”, to
name the benefits of the product/service.
Accessing Information



Knowing how to find and evaluate health information will
help you make decisions that benefit your well-being.
“Health Literacy”
Some valid sources include…
 Health care providers and professionals
 Valid Internet sites, such as those of government agencies
and professional health organizations
 Parents, guardians, and other trusted adults
 Recently published material written by well-known science
and health professionals.
ACCESSING INFORMATION

Accessing Valid Health Information, Products and
Services (25-26)
ADVOCACY
Advocacy enables you to positively influence the health of
those around you.
You can help others become informed and publicly support
health causes that concern and interest you.
Encouraging family, friends, peers, and community members to
practice healthful behaviors is one way to practice health
advocacy.
EXTERNAL INFLUENCES REFLECTION
1.
2.




Choose three external influences in your life.
Write a detailed paragraph for each one using
these questions as a guideline.
What is the external influence and how does it
influence you?
What are the effects of the influence on each part
of your health triangle?
Is this a positive or negative influence on your
health triangle?
How can you control this influence in a way to
improve your health triangle?
INTERNAL INFLUENCES: CHARACTER
Character helps shape behavior.
What values might prompt this teen to return the found wallet?
BUILDING CHARACTER
Character
Values shape your priorities,
and they help you distinguish
right from wrong.
The values that help you make
healthful, well-informed
decisions are also traits of good
character.
WHAT IS GOOD CHARACTER?
Core Ethical Values
Good character is an outward expression of inner values.
Core ethical values are the highest of all human values. They
guide you toward healthy, responsible choices.
CHARACTER AND HEALTH
Traits of Good Character
Trustworthiness
Respect
Responsibility
Fairness
Caring
Citizenship
DEVELOPING YOUR CHARACTER
Character Development
Stand up for your
beliefs.
Join volunteer
groups in your
school or
community.
Ask family
members for tips
on strengthening
values.
Learn from people
who demonstrate
good character
traits.
Form friendships
with people who
exhibit core ethical
values.
DEVELOPING YOUR CHARACTER
Positive Role Models
Having positive role models is important
in developing and strengthening good
character traits.
Parents, grandparents, other family
members, teachers, coaches, religious
leaders, and volunteers are some role
models.
When your behaviors reflect good
character, you may inspire others to act
in kind, responsible ways, too.
DEMONSTRATING GOOD CHARACTER
Contributing to Your Home, School, and Community
By demonstrating good character, you practice behaviors that make a
difference:
At home: You demonstrate trustworthiness and reliability at
home when you carry out your responsibilities.
At school: By observing school rules, you show respect for
teachers and fellow students.
In your community: Good citizenship means obeying laws,
respecting the needs of others, and being tolerant of differences.
WHAT ARE VALUES?
VALUES
-Belief/feelings something is worthwhile. Our values help
us make decisions
Value System
-Enduring organization of beliefs that determines the way
we act
WHY ARE VALUES IMPORTANT?
They determine decisions you make
 Your identity/helps you be unique
 Who you are/ “rules you live by”
 Help find goals

CHARACTERISTICS OF A VALUE
1.
2.
3.
4.
5.
Your choice
One of several alternative
You will stand up for it
Demands action
Takes time and thought
MAKING RESPONSIBLE DECISIONS AND
SETTING GOALS
This teen made the
decision to study for his
exam instead of going
out with friends.
What responsible decisions have you made in the
past week?
THE DECISION-MAKING PROCESS
What Are Decision-Making Skills?
Decision-making skills are designed to help you make decisions
that protect your rights and health while respecting the rights
and health of others.
Often, you will find it helpful to seek advice from those with
more experience, such as parents and guardians.
Doing so can provide valuable feedback and strengthen family
bonds and values.
THE DECISION-MAKING PROCESS
Steps of the Decision-Making Process
1. State the situation.
2. List the options.
3. Weigh the possible outcomes.
4. Consider values.
• Healthy?
• Ethical?
• Legal?
• Parents?
5. Make a decision and act on it.
6. Evaluate the decision.
GOAL SETTING

Goal Setting
 SMART Goals (49)
 Planning Process (50)
SETTING PERSONAL HEALTH GOALS
Goals
Setting goals can help you shape your life in positive ways.
Goal setting is also an effective way to:
Build self-confidence.
Increase your self-esteem.
Improve your overall health.
SETTING PERSONAL HEALTH GOALS
Types of Goals
Every goal involves planning. When you set a goal and plan
strategies to reach it, you will need to consider how much time it
will take to accomplish the goal.
Goals are of two types:
1. Short-term goals: Often, short-term goals are steps in a
plan to achieve a long-term goal.
2. Long-term goals: A long-term goal may take months or
even years to accomplish.
SETTING PERSONAL HEALTH GOALS
Achieving Your Goals
To achieve a goal, create an action plan. Follow these steps:
Set a specific, realistic goal, and write it down.
List the steps you will take to reach your goal.
Identify sources of help and support.
Set a reasonable time frame for reaching your
goal.
Evaluate your progress by establishing
checkpoints.
Reward yourself for achieving your goal.
Steps to
success for
projects
PLANNING
PROCESS
BRAINSTORM
 List
5 thing you want to improve about
yourself.
QUESTIONS TO NARROW IT DOWN
 Can
I get it done in just under 4 weeks?
 Do I REALLY want to do it?
 Can I measure whether or not I’ve done
it?
CHOOSING THE RIGHT GOAL FOR YOU.
What are the pros/cons?
o Discuss with your partner and choose
the one you are committing to work on.
o
1. INITIATE THE PROJECT:
A. IDENTIFY THE CONCERN
 Concern
1: My composition assignment
needs to be completed correctly and on
time.
 Concern 2: My grades in 8th grade
were really bad.
SMART GOAL
 Specific: specific with details and
important to you.
 Measurable: how will you know
when you reached your goal?
 Action-oriented: you must be
able to do something in order to
reach your goal.
 Realistic: you must want to reach
it.
 Timely: it must have a deadline
1. INITIATE THE PROJECT:
B. SET THE GOAL
Examples:
 Goal 1: Starting 9/12 through 9/21, I will
complete my composition book
assignment by asking for help when I
need it and spending 15 minutes of
homework time on it per night.
 Goal 2: Starting 9/12 through 10/31, I
will have earned C’s or higher in all my
classes by staying focused in class and
doing my homework nightly.
EVALUATE
 With
your partner, evaluate whether or
not your goal is SMART.
 Adjust it as needed.
PARTNER FEEDBACK
 Compliment
 Question/Suggestion
 Revised/answered
 Approval
Peer
 Teacher

2. PLAN THE PROJECT:
FORM A PLAN
A. Who will help you?
 Goal 1: Mr. Bento, Ms. Rich, my
parents, my friend (name)
 Goal 2: My teachers, my parents, my
friend (name)
2. PLAN THE PROJECT:
FORM A PLAN
B. What specifically are you going to
do?
 Goal 1: Make sure I understand the
assignment, ask for help, and work on
it 15 minutes per day.
 Goal 2: I will make sure I fill out my
planner daily, stay focused in class,
and do my homework nightly by
referring to my planner.
2. PLAN THE PROJECT:
FORM A PLAN
C. When are you going to work on
your goal?
 Goal 1: Monday-Thursday right after
school for 15 minutes.
 Goal 2: Monday-Friday, in class. And
Sunday-Thursday, at home for one
hour per day
2. PLAN THE PROJECT:
FORM A PLAN
D. Where are you going to work on
your goal?
 Goal 1: In the library.
 Goal 2: At the kitchen table.
2. PLAN THE PROJECT
FORM THE PLAN
E. How will you measure if you have
been successful?
 Goal 1: My map will be done correctly
and on time. I will earn a good grade.
 Goal 2: My grades will be at C’s.
2. PLAN THE PROJECT:
FORM A PLAN
F. How are you going to keep track
of your goal?
 Goal 1: Check it off on the calendar in
my planner.
 Goal 2: Create two charts. One for
staying focused in class, and one for
completing one hour of studying from
Sunday-Thursday.
PARTNER FEEDBACK
 Compliment
 Question/suggestion
 Revised/answered
 Approval
Peer
 SIGNIFICANT ADULT

3. EXECUTE YOUR PROJECT:
ACT
 Show
what you’ve accomplished:
 Create a chart, graph, or some kind
of organizer to log time and activity.
 Keep track of when you worked on
your goal as soon as you work on it.
 List everything you are doing to work
on your goal.
4. MONITOR AND CONTROL YOUR PROJECT:
DURING ACT
 Check-ins
(at least weekly)
 Measure and communicate progress.
1. What have you done?
2. What is being successful?
3. What problems are you having?
4. What is a solution you will try?
5. CLOSE YOUR PROJECT:
SUMMARY
 Briefly:
Describe what you accomplished
 How you did it
 What you learned

DECISION MAKING

Decision Making
 Values (41-44)
 Bombshelter 45-48)