1 Competency Goal 2 The learner will develop knowledge and skills to enhance personal and consumer health.

2 Health The overall well-being of your body, mind, and your relationships with other people.

3 Sleep Deprivation Lack of sleep

4 Review Chapters Prentice Hall HEALTHChapters 1, 14, 18 (PGS ), 24, PGS , CH. 24, CH. 23, PGS. 576 CH. 22.1, CH. 26.2, CH. 20, 25 Holt Lifetime HEALTH Chapters

5 2.01 Determine individual control over health risks

6 Activity: Getting acquainted with healthCopy: 1. Has quit using tobacco ______________________ 2. Is a good listener _________________________ 3. Avoids overexposure to the sun __________________ 4. Works out 3X a week ________________________ 5. Has refused alcohol _______________________ 6. Had a flu shot this past year ______________________ 7. Knows someone who has HIV ___________________ 8. Reads nutrition labels _________________________ 9. Recycles at home _________________________ 10. Has lost weight and kept it off ________________________ 11. Has a parent with whom they can talk openly __________ 12. Wears seatbelts 100% of the time ____________________ 13. Manages his or her time well ______________________

7 Activity: Getting acquainted with Health directionsThe goal is to find a classmate that practices each of the healthy behaviors and get as many signatures as possible. You can have a person sign just once and may not be able to find a person to sign each space. This exercise is intended to provide you with an opportunity to learn about the health behaviors of your classmates. Try to find a different person for each.

8 Activity: Getting acquainted with Health ReviewWhich behaviors were easier and more difficult to find? Review several examples: students express why the behaviors are considered healthy. What might be the risks or potential consequences for a person not practicing the behavior?

9 Statement of objective:We can see that there are a variety of behaviors that make us healthier. In our lesson today, we will learn over which of these behaviors we have control. By the end of the lesson, you will conclude that we have a great deal of control over the level of health that we achieve.

10 Activity: Risky BusinessDraw a card out of a paper bag and use tape to place card under category of risk that most matches the activity. “No risk”, “Possible Risk”, or “High Risk”. Review: “Possible Risk” and “High Risk” choices: 1. Why is __________ a possible high-risk behavior? 2. Is there any way to lower the risk of this activity? 3. How could you totally eliminate the risk?

11 Activity: Process #2: Stop, Think, and go!1. Apply this decision making process to reduce a risk. Take Control! Determine how to maximize your control over the prevention of skin cancer. (List 5 pros/5 cons of each path) 2.Select another health risk. (Possibly one of the 12 serious health risks for youth) Apply this decision making process to a health risk. (List 5 pros/5cons) 3. Today we recognized that we do have control over many of the risks that may compromise health. It is within our power to be as healthy as we can be.

12 2.02 describe the procedures for organ donation, local and state resources, and benefits to society

13 Students Knowledge and attitudes about donation.1. Raise your hand if you know a recipient, someone waiting for a donated organ or a donor family. Would any of you like to share this experience? Possible Resources: 1. Assess students’ knowledge and attitudes about donation with a quiz or opinion survey. Or both. Have students complete the one-page Donation and Transplantation Quiz on page 7 of your Teacher’s Guide (page 2 in the student workbook). Share opinions: List the statements on page 9 of the Teacher’s Guide on the board, or give this sheet to the the class as a handout (page 3 in the student workbook). Poll students to see which opinions they share. Use this information to assess students’ knowledge of how donation works and what their fears might be.

14 What is organ donation? Organ donation is the process of giving an organ or a part of an organ for the purpose of transplantation into another person. In order for a person to become an organ donor, blood and oxygen must flow through the organs until the time of recovery to ensure viability. Almost everyone is a potential donor. There is no age limit. Those who are HIV positive, have active cancer or systemic infection are the exceptions. Potential donors are evaluated for suitability when the occasion arises.

15 Are there other types of body part donations?Organ Donation (heart, liver, pancreas, lung, kidney, intestine) Tissue Donation (heart valve, upper body bone, veins, skin, bone and connective tissue, eye, cornea, whole globe, living kidney donation) Blood, Bone Marrow, and Whole Body Donation

16 Are there any costs to families for donation?The donor's family does not pay for the cost of the organ donation. All costs related to donation of organs and tissues are paid by the recipient, usually through insurance, Medicare or Medicaid.

17 Organ donation statistics?More than 120,000 men, women and children currently need lifesaving organ transplants Every 10 minutes another name is added to the national organ transplant waiting list. An average of 18 people die each day from the lack of available organs for transplant. In 2012, there were 14,013 Organ Donors resulting in 28,052 organ transplants. In 2012, more than 46,000 corneas were transplanted. More than 1 million tissue transplants are done each year and the surgical need for tissue has been steadily rising. According to research, 98% of all adults have heard about organ donation and 86% have heard of tissue donation. 90% of Americans say they support donation, but only 30% know the essential steps to take to be a donor.

18 Organ donation enrolling process?process of donation begins when people perform the simple act of indicating their consent to be a donor by enrolling in their state's donor registry. Most often this happens when obtaining or renewing a driver's license or by going on-line for those state registries that have an Internet registration capacity. Most people also tell their family they want to be a donor so their family member can support their decision when needed. Signing up to be a donor usually takes place many years before donation becomes a possibility

19 Organ donation transplant processDiagnosis Getting on the OPTN National Transplant Waiting List Plan Your Finances  Waiting for a Donor Organ Understand How Matches Are Made and Organs Are Allocated After Your Transplant Contact Your Donor Family 

20 Median wait for each organOrgan Median national waiting time Hearts days Lungs days Livers days Kidneys ,219 days Pancreas days Intestine days

21 State and local resources for organ donation?Organdonor.gov Local DMV

22 Benefits of organ donation to society?There is a substantial need for tissue and organ donors in the United States. According to Donate Life America, there are more than 86 million registered tissue, organ and eye donors in America. However, more than 106,000 women, men and children are still in need of donated organ, tissue and corneal transplants. The waiting list for organ donors is short because everyone is not able to donate. For example, a potential donor must meet medical and behavioral criteria. He must also be free of certain communicable diseases. The Health Resources and Services Administration reports that minority donors are especially in demand due to their susceptibility to certain disease such as leukemia and kidney disease.

23 Activity: letter to donorImagine you are a recipient, having recently received a transplant. Write a letter to the donor family to thank them. Start by deciding: 1. What organ or tissue you received. 2. Why you needed the transplant 3. Elements you can include in your letter: 4. What your life was like before the transplant. 5. How long you waited for the transplant. 6. How the transplant has changed your life. Mention activities you can do now that you couldn’t before. You might include any big events since your transplant – like graduation or a relative’s wedding – that you’ve been able to attend because of the transplant. 7. Thank the family for their generous gift.

24 Activity: Letter (Con’t)Aspects of communication to consider: 1. How long would you wait before writing your letter and why? 2. Would you like to hear back from your donor family? 3. What would you want to learn about he person who donated – their age, occupation, hobbies? 4. Would you ever want to meet your donor’s family? 5. Because you can’t include your name, how will you sign your letter?

25 Closure Organ, tissue, eye, bone marrow and blood donation are life-saving and life-enhancing gifts that can be made from one person to another. Anyone can be a donor. However, the decision to be a donor is a personal one. There is no right or wrong choice. The best decisions are made after gathering and carefully considering all of the facts and pertinent information. Once you have made a decision about donation, the most important thing to do is to share your decision with your family, so they know your wishes.

26 2.03 analyze the benefits of health screenings, checkups, and early detection (including medical examination and self-examination) and explain the procedures used for early detection.

27 Statement of objectiveIn Healthful Living Education, we have studied various health risks. Usually we focus on the primary prevention of risks. That is, what we do in the first place to keep from becoming ill or injured. Secondary control is early detection and that practice will be the basis of today’s lesson. By the end of the class, we will know the importance of medical examinations and self-examination to control disease.

28 review There are three levels of disease and injury control: primary prevention, secondary control and tertiary control. Primary prevention includes eating nutritiously, exercising regularly, and avoiding harmful substances such as tobacco. Secondary control is early detection: medical exams and self-examination. Tertiary means treatment. With some diseases; such as cancer, the greatest hope for a cure is detecting the problem early enough to get treatment that is lifesaving. Having regular physical exams and learning techniques of self-examinations are skills and habits that need to start during adolescence.

29 Activity: distinguish between practices that are primary prevention, early detection, and treatment.1. Post signs, distribute cards. 2. Decide or consult with classmates about whether the health practice represents primary prevention, secondary or early detection, or treatment (tertiary) and place the cards under the appropriate sign. 3. Have all students remain at the front of the room to process the answers and correct incorrect responses. Use Appendix 2, Early Detection Teacher’s Guide, to rearrange cards that were placed in the wrong category. *There are many practices that can improve a person’s health. Some health risks can be prevented, others can be detected early enough to receive effective treatment, and others must be treated.

30 Activity: Methods of self-examinationClass divided by gender so that boys are hearing the lesson about testicular self-examinations and girls are hearing the lesson on breast self-examinations. Explain to each group what the other class (gender) is learning and that these methods of self-examination may be life-saving. Possible Resources: pamplets

31 Note We have divided our class today so that the males and females in the class are hearing about the kind of cancer that is specific to their gender. One caution though: It is possible for a male to develop breast cancer. One in every 100 cases of breast cancer affects a man. If a man notices a lump developing under or near his nipple, he should see a physician to rule out breast cancer.

32 Activity: Early detection can save livesThe American Cancer Society believes that early detection examinations and tests can help save lives and reduce suffering from cancers of the: Breast, Colon, Rectum, Cervix, Prostate, Testis (testicles), Oral Cavity (mouth), Skin With cancer, the greatest hope for a cure is early detection. These types of cancer in particular can be found early and treated, thereby saving lives and reducing suffering. If all Americans practiced early detection testing according to ACS recommendations, the five-year survival rate for people with these cancers would increase to about 96%.

33 Activity: seven warning signs of cancerThe American Cancer Society has identified and publicized Seven Warning Signs of Cancer. Knowing these and asking for medical diagnosis and care are extremely important health practices. Most Americans can name only one of the seven signs. How many can you name?

34 Activity: seven warning signs of cancer (copy)1. Change in bowel or bladder habits 2. A sore that does not heal 3. Unusual bleeding or discharge 4. Thickening or lump in breast or elsewhere 5. Indigestion or difficulty in swallowing 6. Obvious change in wart or mole 7. Nagging cough or hoarseness

35 Activities ideas Instructional materials such as videos, models, and shower cards for teaching self-examination. The website is and the toll-free phone number is 800/ Invite a guest speaker or speakers from the local health department to teach or co-teach the lesson on self-examination and early detection. The public health department may have models and instructional materials which can be utilized in the lesson. Articles Videos Games

36 Activity: whatcha going to say?Instructions: You have just completed your study of early detection in Healthful Living class. As you leave the class one of your classmates makes the statement in the left-hand column. What do you say back to correct his or her misconception? (Fill in the right-hand column with well-educated responses.) Students work in pairs to develop a response to a classmate who expresses a barrier or obstacle to practicing early detection strategies. Students share responses and reinforce the decision to incorporate early detection strategies into the healthy habits they practice.

37 Activity: whatcha going to say?Classmate’s Comment About Lesson Your Response to Encourage Healthy Habits 1.) “I’m too young to get cancer. I won’t need to practice self-examination until I’m in my 40s or 50s.” 1.) 2.) “No way I’m going to do self-exam. That’s gross!” 2.) 3.) “There’s no history of skin cancer in my family. I don’t need to check my moles.” 3.) 4.) “I don’t have time and I don’t know how. Besides, my doctor will notice if something is really wrong.” 4.)

38 closure Today we learned about early detection of health problems that can be serious if left untreated. Some of these health problems can occur at young ages and need to be reported to an adult such as a parent or health care provider. Others may occur later in life. Young people should begin practicing healthy habits and incorporate these behaviors.

39 2.04 analyze behavioral and environmental factors that contribute to chronic diseases

40 Top three leading causes of death (all ages)Lifestyle (%) Environment (%) Heredity (%) 1. Cardiovascular Disease 54 9 25 2. Cancer 37 24 29 3. Stroke 50 22 21 Students study chart and comment on noticeable trends. For example: Overwhelming fact that Lifestyle with little exception will have the greatest impact on one’s health. Heredity is second and sometimes disease and other health problems are out of one’s hands.

41 Leading and actual causes of deathCardiovascular Disease Tobacco Lack of Physical Activity Poor Nutrition

42 Leading and actual causes of deathCancer Tobacco Lack of Physical Activity Poor Nutrition

43 Leading and actual causes of deathStroke Tobacco Lack of Physical Activity Poor Nutrition

44 Statement of objectiveToday we will analyze behavioral and environmental factors that contribute to chronic diseases. By the end of the lesson you should be able to identify these factors and be able to make the appropriate decision to avoid unhealthy choices.

45 Activity: Health determinantsPost Heredity, Environment, and Individual Choice/Behavior Students are given health determinants Students decide which health determinant has the most influence on the assigned health problem. Students answer: why? (others students help)

46 2.05 Summarize the benefits of rest and sleep for personal health

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65 Statement of objectiveYou have probably heard on the news that the US is a sleep-deprived nation. Today you will learn the benefits of sleep and rest for your health and well-being.

66 How sleepy are you? 1. I fall asleep during morning classes.2. I fall asleep during the last class of the day. 3. I fall asleep at school in my afternoon classes. 4. I feel sleepy in the evening after school. 5. I fall asleep at the movies. 6. I feel drowsy if I ride in a car for longer than five minutes. 7. I have fallen asleep at the computer. 8. I feel sleep when I do my homework in the afternoon after school. 9. During the day, there are times when I realize I have just fallen asleep. 10. I have fallen asleep watching television.

67 Benefits of adequate sleep and rest1. Reduced stress 2. Better ability to meet demands of the day 3. Improved coping skills 4. Systems (circulatory, respiratory, and nervous) allowed to slow down and recover 5. Better ability to focus and remain on task 6. Fewer extreme moods (the amygdala is the part of the brain responsible for emotions) 7. Assistance with problem solving through dreams 8. Better anger management 9. A more positive attitude.

68 2.06 Predict the potential health and social consequences of popular fads or trends (e.g. Body piercings, tattooing).

69 review 1. What is a fad? 2. What are examples of fads for your age group? 3. How long do fads stay popular? (answers will vary, but some fads only last for a short time) 4. Do habits of celebrities sometimes set trends for fads?

70 Focus 1. Do celebrities sometimes influence our decisions? (examples: fashion, fads, brands of tennis shoes, clothing worn by or endorsed by celebrities, hairstyles celebrities wear) 2. What would be some disadvantages to having tattoos as a teen becomes an adult? (example: may be regrets later for getting a tattoo) 3. What are some disadvantages to having multiple body piercings, (more than just one ear piercing in each ear), as you become an adult? 4. Do you consider eating disorders a fad? Why or why not?

71 Statement of objectivesToday we are going to identify the health and social consequences of popular fads occurring in the teenage and young adult population.

72 Powerpoint slides on tattoo removalThe decision to get a tattoo is a permanent decision. Complete removal is extremely difficult and expensive. Several removal techniques exist, but regardless of the method used, scarring and skin color variations are likely to remain.

73 resources FDA’s Consumer article, Think Before you Ink, Are Tattoos Safe? Tattoos: Risks and Precautions to Know First Body Piercing Oral piercing and Health

74 Independent practice Body Art Interview (Appendix 2)In this assignment, I want you to interview two adults to gather their views on piercing and tattoos. One of the adults is to be a parent or guardian. The other person must be over 18.

75 Body art interview Parent or Guardian Person #21. What is your opinion about someone getting a tattoo? 2. Do you know of any dangers involved in getting a tattoo? Explain. 3. What is your opinion about someone getting numerous body piercings? 4. Do you know of any dangers involved in getting body piercings? Explain. 5. Would you allow your son or daughter to get a tattoo? 6. Would you allow your son or daughter to have body piercings? 7. What is your opinion of the minimum age requirement?

76 closure You did a great job identifying the short and long-term health consequences for popular fads, such as body piercings and tattooing. You were also able to recognize possible social consequences of body art.

77 2.07 Evaluate the risks associated with operating atvs and motorcycles

78 Statement of objectivesToday we will be going over ATVs and motorcycles. After testing you to see how much you already know about these vehicles, we will watch a short video clip and then make brochures on the risks associated with ATVs and motorcycles and the safety tips that a person can take to prevent them. By the end of this lesson, you will know the risks associated with ATVs and Motorcycles.

79 Atv activity: what do we know about atvs? True/falseAn ATV is another word for bike. ATVs are safe to ride anywhere by anybody. There is no limit to the number of passengers on ATVs and motorcycles. A person should tell an adult when and where they are riding before going out on an ATV or motorcycle. A person riding on an ATV or motorcycle is only required to wear jeans and a leather jacket for protection.

80 Atv activity: what do we know about atvs? True/false answersAn ATV is another word for bike. False ATV is the abbreviation for All-Terrain Vehicle. (Also called a four wheeler) ATVs are safe to ride anywhere by anybody. False ATVs are for off road only, and on designated roads. There are different sizes of ATVs to match the build and age of the person driving. People under 16 years of age must be supervised by an adult. There is no limit to the number of passengers on ATVs and motorcycles. False There should not be any passengers, unless there is a seat for one. A person should tell an adult when and where they are riding before going out on an ATV or motorcycle. True A person riding, even if an adult, should always tell another person before going out for a ride. A person riding on an ATV or motorcycle is only required to wear jeans and a leather jacket for protection. False A person operating an ATV/Motorcycle is required to wear an approved helmet, protective eye wear, boots, and gloves along with the long pants and long sleeved jacket for protection.

81 Activity: “perceived risk vs actual risk”Rank the following being the most risk, 15 being the least risk. Also, decide whether each thing is voluntary or involuntary. 1. Being struck by a meteorite 2. Coal mining 3. Chlorinated drinking water 4. Farming 5. Firefighting 6. Struck by lightning 7. Hunting 8. Living with a cigarette smoker 9. Motorcycling 10. Motor vehicle accidents 11. Playing high school football 12. Sky diving 13. Smoking – all health effects 14. Smoking – cancer only 15. Swimming

82 Activity: “perceived risk vs actual risk”Rank the following being the most risk, 15 being the least risk. Also, decide whether each thing is voluntary or involuntary. 1. Being struck by a meteorite 15 Involuntary 2. Coal mining 6 Voluntary 3. Chlorinated drinking water 13 Involuntary 4. Farming 7 Voluntary 5. Firefighting 5 Voluntary 6. Struck by lightning 14 Involuntary 7. Hunting 10 Voluntary 8. Living with a cigarette smoker 11 Involuntary 9. Motorcycling 1 Voluntary 10. Motor vehicle accidents 8 Involuntary 11. Playing high school football 12 Voluntary 12. Sky diving 3 Voluntary 13. Smoking – all health effects 2 Voluntary 14. Smoking – cancer only 4 Voluntary 15. Swimming 9 Voluntary

83 focus ATV injuries 30,000 children under the age of 14 are treated in the ER for ATV-related injuries Fractured bones Head and facial injuries 44 of these resulted in the death of the child 75% of deaths were children ages 10-14 90% of the deaths were from adult-sized ATVs Youth account for 14% of the ATV riders and account for 33% of the Deaths from ATV use.

84 input People use ATVs and motorcycles for different reasons. In rural areas the most common use is for the different chores associated with farm/rural life. In a more populated, urban and city area ATV and motorcycle use is more associated with recreation. Even though people use these vehicles for different reasons, it is important to remember that the risks are the same for everyone. ATVs and motorcycles can be dangerous if the people using them are not aware of the safety precautions they should take to avoid risks. Think about different safety issues (video optional) that would be involved if these precautions were not followed. Also, consider risks and safety guidelines.

85 Motorcycle injuries 56,870 injuries sustained while riding a motorcycle 245 resulted in death (motorcycle) 23,800 injuries for 19 and under required treatment at a hospital Patients age had HIGHEST nonfatal injury rate 70.2% injured reported riding dirt bike or trail bikes when injured 19 states require off-road motorcyclists age under 18 to wear helmets

86 Motorcycle riding risk factorsPoor road conditions (gravel, potholes, construction) Bad weather (rain, snow, fog, etc) Excess speed (riding over the speed limit) Light/moderate alcohol consumption (by you) Heavy alcohol consumption (by you) Condition/safety of your bike (tires, brakes) Stunts/”Extreme riding” (popping wheelies) Heavy traffic Lane splitting (driving up the middle of two lanes of traffic) Riding in groups (with several other motorcycle riders) Intersections Blind spot for trucks

87 Guided practice Make an ATV safety flyer. (groups optional) Your flyer should have a title, no misspelled words, and at least five facts for ATV/motorcycle use. Make your flyer look presentable and readable.

88 2.08 compare and contrast how positive and negative health behaviors can have lifelong effects

89 What do you think the following quote means?When health is absent: Wisdom cannot reveal itself, Art cannot become manifest, Strength cannot be exerted, Wealth becomes useless, and Reason is powerless. Herophilus, circa 300 B.C. (meaning: Not being healthy affects all areas of a person’s quality of life. Being healthy is important in helping a person achieve their goals in life.)

90 Health continuum how healthy are you?Poor Health Optimal Health   **Place an “X” on the continuum where you would rate your current health status. **List health behaviors you could adopt to move closer to optimal Health. (Example: I could get more sleep each night.) 1. 2. 3.

91 review List 5 goals you hope to achieve within the next 10 years. Place an asterisk* beside each goal that will be more easily accomplished if you have optimal health. Examples: Having a healthy baby will be enhanced by eating nutritiously and by avoiding alcohol and tobacco products; getting adequate amounts of sleep enhances be able to study well and concentrate on an exam.

92 Bookmark Rewrite the quotation by Herophilus changing the first line to “When health is present:” Students should write your own personal goals to finish the quotation and illustrate the concept that health is an instrumental value and that by having health one can achieve their goals. (Choose 1 personal goal for this)

93 10 finger lifestyle quiz Extend one finger if:1. You do not smoke or use spit tobacco (cigarettes, cigars, marijuana). 2. You do not drink alcohol, use illegal drugs, or abuse medication. 3. You get adequate sleep (eight to nine hours nightly). 4. You exercise at least 45 minutes four times a week. 5. You eat breakfast. 6. You are NOT 10 pounds overweight or underweight. 7. You have a variety of leisure activities. 8. You are fairly stress free. 9. You eat nutritious foods, following suggests from MyPyramid. 10. You wear a seatbelt every time you are in a car.

94 2.09 deconstruct how media and popular culture affect normative beliefs that contradict scientific research on health and well-being

95 health practices Students stand up. I’m going to read a statement pertaining to health practices. Sit down when you hear a statement that you do not always practice and continue sitting. 1. I brush my teeth twice a day. 2. I wash my hands after I use the restroom and before I eat. 3. I always wear a seatbelt when I am in the car. 4. I exercise at least 3 times a week. 5. I eat 5 fruits and vegetables every day. 6. I get at least 8 hours of sleep daily. 7. I wear a bicycle helmet when I ride my bike or skateboard. 8. I use a crosswalk when crossing the street.

96 6 critical health behaviors1. Alcohol and drug use 2. Injury and violence (including suicide) 3. Tobacco Use 4. Nutrition 5. Physical Activity 6. Sexual Risk Behaviors

97 Closure Each day, we are inundated with information and images about what is healthy and normal. Often these messages are distorted and actually contradict what research tells us.