In this lesson students will practice accelerating as they run. As they accelerate in the second half of a run, they will notice what changes they make to switch from jogging to sprinting. This activity lets students experience the pleasure of running fast.
This is a supplemental map that charts the hunger percentages around the world. The map could be used while discussing the societal issues that surround world hunger for world food day.
This resource provides five ways to reach and maintain a healthy weight including exercise, reducing screen time, watching out for portion distortion, eating five servings of veggies and fruits a day, and why not to skip breakfast.
Stay smart around the house. This resource provides microwave fire prevention and household cleaning safety tips.
This is a supplemental article that discusses what stressful feelings are. The following topics are discussed: ?Positive vs. Negative Emotions ?Step 1: Identify the Emotion ?Step 2: Take Action ?Step 3: Get Help With Difficult Emotions
Students learn terms related to the immune system and define what acquired and passive immunities are and how they differ.
Students should be able to identify the various levels of the pyramid and name
activities from each level that they enjoy and recognize that in order to keep our bodies healthy, we should all do more activities from the bottom of the pyramid and fewer activities from the top.
Students should be able to name three sports or activities that they enjoy, name two ways they can be more active every day, and explain why exercise is important to keep bodies healthy
and feeling good.
What techniques are used to ?normalize? and glamorize a look to sell products to young people? How can media messages be analyzed and interpreted? How can media (including advertising) help shape perceptions of what girls and boys should look like, beginning at very young ages? How can these perceptions affect mental and physical health? The following activity will help students answer each of the questions as they learn how media advertisements affect the way teens see themselves and others.
Learning about the messages behind the ads will help you understand the differences between real vs. ideal and know the truth will help you craft a positive self-image! This resource helps students understand that advertisements may not always be reliable.
Students will discuss strategies for toning muscles and controlling weight, recognize claims for weight-loss and exercise devices that are too good to be true, and apply the media literacy skill of recognizing propaganda (loaded language) to a print ad for an abdominal toning device.
Students will describe the challenge during adolescence to gain peer acceptance while developing one's sense of self, recognize the influence that peers and the media have on personal choices during the teen years, and identify physical and emotional changes that occur during adolescence and describe their impact on relationships within the family.
These video cartoons illustrate 5 e-safety SMART rules and include a real life SMART Crew of young people, who guide the cartoon characters in their quest, and help them make safe online decisions. Chapter 1 focuses on what type of digital emails should be accepted, Chapter 2 focuses on reliable information, Chapter 3 focuses on keeping information safe, Chapter 4 focuses on telling on cyberbullies, and Chapter 5 focuses on being careful when meeting online friends. The cartoon video can be viewed in 5 chapter lessons or downloaded as an entire/whole video which is about 19 minutes. Excellent for students between 7 and 12 years of age.
This is an activity in which the students answer questions about advertisements such as what product is being advertised, who is in the advertisement, is the advertisement healthy in nature, and who might be influenced by the advertisement.
Advertising is one of the most powerful forces shaping our ideas, culture, and behavior today. To help students become smart shoppers, this lesson teaches students to critically examine advertisements and identify the underlying messages they convey. Students are given the opportunity to express their creativity by developing their own advertising campaign.
The cultural definitions of beer, liquor, drinking, and drunkenness are complex and often positive. As your students form their own interpretations of alcohol and make decisions, you can increase their understanding of the substance, its health effects, and the cultural influences around them. The discussion guide includes discussion questions and student activities.
There is no known safe amount of alcohol to drink while pregnant. There is also no safe time during pregnancy to drink and no safe kind of alcohol. CDC urges pregnant women not to drink alcohol any time during pregnancy. Women also should not drink alcohol if they are planning to become pregnant or are sexually active and do not use effective birth control. This is because a woman could become pregnant and not know for several weeks or more. In the United States half of all pregnancies are unplanned. FASDs are 100% preventable. If a woman doesn't drink alcohol while she is pregnant, her child cannot have an FASD.