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PE I: Health Making Healthy Decisions

PE I: Health Making Healthy Decisions. PE I: Health Getting to know you, part II. By talking to your classmates find someone who matches each trait and write their full name Someone who has the same age as you Someone who was born outside of Chicago

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PE I: Health Making Healthy Decisions

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  1. PE I: Health Making Healthy Decisions

  2. PE I: Health Getting to know you, part II • By talking to your classmates find someone who matches each trait and write their full name • Someone who has the same age as you • Someone who was born outside of Chicago • Someone who’s favorite basketball team is not the Bulls • Someone who has been to Europe • Someone who has been to Canada • Someone who has 5+ siblings • Someone who is an only child

  3. PE I: Health What is health? • Using the space provided draw a picture of what it means to be healthy • What is this person doing? • What are they not doing? • What are they eating? • How are they talking? • Are they old? Young? • Are they happy? Sad? • Be prepared to share with the class

  4. PE I: Health What is health? Book Work Time! Health means a lot of different things to different people. Chapter 1, section 1 lays out ways to measure health and what it means to be healthy. Be sure to take notes and answer the questions (1-6) on page 5

  5. PE I: Health Health Continium • By moving your body along a continuum show how healthy or unhealthy the following activities are: • Smoking • Running • Playing basketball • Eating salads • Eating Hamburgers • Eating Mozerella sticks • Laughing • Arguing with your family • Discussing an issue with your family • Sleeping 10+ hours a night • Sleeping 8 hours a night • Sleeping 4 hours a night • Drinking alcohol • Not having any friends • Having good friends • Fighting at school

  6. PE I: Health Health Continium • Pick a side: Aspects of health • Write a short essay (1 paragraph, 4-5 sentences) about which aspect of health is most important. Be prepared to defend your position

  7. PE I: Health You be the Doctor • The following people are coming to you for answers for their health problems. Using what you’ve learned what would you tell: • Dave: complains of low energy and fatigue • July: says that she always feels sad and that she fights with her mom a lot • Quentin: feels like he doesn’t have a purpose in life, feels like nothing he does matters • Erica: frequently feels sore and ‘achey’ • Kevin: Always feels out of breath at the top of the stairs

  8. PE I: Health Boys Town Skill Greeting Others • How do you greet others? • Work in a small group to make a skit that shows: • How you would greet a friend • How you would greet your mother/ father/ aunt/ uncle etc. • How you would greet a teacher • How you would greet a boss • In the space provided make a script for how you would greet a teacher.

  9. PE I: Health WorKeys Math Based on the graph: How many years of ‘life expectancy’ were been added from 1960-2004? Using this number, by approximately what percent did the life expectancy increase from 1960-2004?

  10. PE I: Health Identifying Health Risks • In the following slides you will see people how are at risk for certain health problems. See if you can tell what they are. Write your best guess in the space provided 1.

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  20. PE I: Health Identifying Health Risks Book Work Time! There are a lot of reasons why people get sick, hurt or injured. Chapter 1, section 2 will help you identify these risks and learn how to avoid them. Be sure to take notes and answer the questions (1-8) on page 11.

  21. PE I: Health Heredity or Enviroment • Pick a side: Heredity or environment • Write a short paragraph (4-5 sentences) telling which is more important, Heredity or environment as far as health and health risks go. Be prepared to defend your position

  22. PE I: Health Personal Health Risks • What are your health risks? • For each of the influences of health list one risk factor and one way you can counter that risk factor. • Heredity • Physical Environment • Social Environment • Culture • Media • Technology • Healthcare • Behavior

  23. PE I: Health Risk Benefit Chart • For 3 of the following activities make a risk benefit chart. Be sure to include at least 3 negatives and 3 benefits of each. • Getting a job • Joining a sports team • Buying a car • Doing your homework • Getting in a fight at school • Asking a girl/ boy you like out on a date

  24. Benefits Negatives PE I: Health Risk Benefit Chart Joining a sports team • Exercise • Potential scholarship • Keeps you busy • Keeps you accountable (grades) • Meet people • Respect • Conditioning • Winning • Faint/ injury • Over excersise • Take time away from school work • Can’t/ hard to have a job • Lots of time • Tired • Lose (emotional frustration)

  25. PE I: Health Boys Town Skill Asking for Permission • There is a right way and a wrong way to ask for permission in school. • The right way is to stay seated, get the teachers attention, ask politely if you can use the restroom/ sharpen your pencil etc. and wait for permission. • In the space provided write three reasons why it is important for students to ask permission correctly.

  26. PE I: Health Work Keys Math Based on the Graph: What speed is most dangerous? What speed is safest? How many times more dangerous is the most dangerous from the safest? Based on this graph, what is more dangerous, speeding on the highway or speeding in a school zone (speed limit 15)? Why is this and why do you believe this is so?

  27. PE I: Health Taking Responsibility for Your Health • Health Quiz • Do you: • Exercise 3x per week or more? • Set aside time everyday to relax? • Get about 8 hours of sleep a night? • Avoid alcohol, tobacco and other drugs? • Always wear a seat belt when riding in a car? • How many yes’ did you have? • What can you do to increase the number of ‘yes’ answers you had?

  28. PE I: Health Taking Responsibility for Your Health Book Work Time! Your health is your responsibility and there are many things you can do right now to improve your health, both short term and long term. Read chapter 1, section 3 for more information. Be sure to take notes and answer questions 1-6 on page 15.

  29. PE I: Health Personal Health Proposal • Write your own proposal • Write/ diagram a proposal for a small but important change that the school can make to improve the health of the students and/ or staff. • Write out what the school should do, who should do it, when it will happen, where it will happen etc. • Your paragraph should be 8-10 sentences, or you can use a flow chart/ diagram instead, just be sure to include all the information one would need to implement your program

  30. PE I: Health The DECIDE Process • In your packet write down a time when you had to make an important decision • What made that decision harder? • What made that decision easier? • The DECIDE process is a decision making process that will help you make good decisions. • Read pages 18 & 19 and define each step.

  31. PE I: Health The DECIDE Process Choose a problem, either real or made up. Write out each step of the decide process in your packet. D-Define the problem Restate the problem, Write it clearly.

  32. PE I: Health The DECIDE Process E-Explore the Alternatives Make a list of all the possible solutions. Include even ‘doing nothing’ or options that are out of the ordinary.

  33. PE I: Health The DECIDE Process C-Consider the Consequences Consider the positives and negatives of each alternative. Also consider how risky each negative is. Be honest in your assessment.

  34. PE I: Health The DECIDE Process I- Identify Your Values Does this choice go against your values? How does it fit with your long term goals? Will you be happy with your choice, long term?

  35. PE I: Health Day Two: The DECIDE Process D- Decide and Act Choose the best choice and act on it. Break it into small steps if need be and be clear with your goals.

  36. PE I: Health Day Two: The DECIDE Process E- Evaluate Examine your decision. Was it the correct one? Is there a better decision you could have made? Do you need to alter your decision in some way? Just because you made a decision doesn’t mean it is set in stone.

  37. PE I: Health Work Keys Math This picture has two levels in a decision tree. After the first split there are 2 limbs. After the second split there are 4 limbs. 1. How many limbs will there be after the 4th split? 2. How many limbs will there be after the 10th split? 3. How many good decisions are there after 12 splits? 4. What is a short cut for answering these questions?

  38. PE I: Health Final Review Complete the Chapter 1 Test in your packet

  39. PE I: Health Day Two: The DECIDE Process • Homework: • Find two adults. Ask about a tough decision they have to make. Go through the decide process recording each step along the way (If they cannot ‘decide and act’ choose the best option and put it in). • Turn this in Tomorrow

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