S+Lamblin,+Rachel

Office: Education Center 143 Office Phone: (207) 590-5002 Office Hours: 7:30AM to 2:30PM** ** E-mail: ** **Rachel.Lamblin@maine.edu**
 * Teacher: Ms. Rachel Lamblin

=Summary of Unit= Influences on our health and the health of our friends, families, and people worldwide are everywhere. We are influenced from the moment we wake up and brush our teeth like our parents taught us, when we see an appealing commercial for a sugary cereal, and when our friends help us decide between pizza and a salad at lunchtime. In this unit, students will learn to identify factors that influence health in both positive and negative ways and will recognize why these factors have the influence that they do. Through various assignments projects, and uses of type II technology, students will understand how the media, culture, family, and peers impact their own health and the health of others.

=Establish Goals= Maine Learning Results: Health Education and Physical Education D. Influences on Health D. Influences on Health D1. Influences on Health Practices and Behavior Grades 9-diploma Students analyze and evaluate influences on health and health behaviors = = =Students will understand that= • Health is affected by many factors, such as peers, family, culture, and the media. • These factors can have both positive and negative effects. • Their own personal view of health is heavily influenced by these outside controls. = = =Essential Questions= • Why do these factors have both positive and negative influences on themselves and others? • How can these factors influence their personal view of health? • How do these factors impact health in general? = = =Students will know= • Terminology: Culture, obesity, calorie, health care, nutrition • Factual Information: Media, peers, family, culture, religion, government, location • Critical Detail: Nutrition labels, marketing/advertising, rates, U.S. health care system = = =Students will be able to= • Express how each factor influences their personal view of health. • Evaluate the positive and negative effects that your peers have on your health. • Decide ways in which culture influences their own health. • Compare the factors and decide which have the most and least amount of influence on your health. • Consider how the media affects their personal view of health. • Recognize the influence that family has on your health.

**Performance Task Overview** The United States Department of Agriculture and the Center for Disease Control is becoming more and more concerned with the state of health in the United States. Knowing the influence that media has on health, board members decide to team up with ABC television to put out a special news broadcast with the purpose of improving health in two main areas: exercise and nutrition. In order to reach as many people as possible, ABC executive producers suggest that this news special would be far more effective if the main reporters were a team of famous chefs, athletes, and fitness experts. Because there is so much interest among these three groups, ABC decides to turn the whole project into a contest. Teams of three must present a 3-5 minute video to a panel of board members from the United States Department of Agriculture, Center for Disease Control, and executive producers from ABC television that encourages people eat better and based on family, cultural, and peer influences.

=Expectations= Students should come to class prepared and excited to learn. Homework should be completed before class starts and students should be in the classroom before the bell rings. Any absences from class or late work will result in a meeting with me after school. This will involve a discussion concerning participation and a schedule for making up the work. I expect quality work from each one of my students. Any student with questions or concerns should come see me. Respect for your teacher, peers, self, and school property is necessary at all times. Difficulties following this rule will be handled accordingly.

=Benchmarks= Students will be graded using a scale of 550 points:

Participation (60 points): Students are asked to participate in class lectures and activities on a daily basis.

Blog (60 points): Students will be responsible for writing six blog entries during this unit, one for each lesson. I will use these to evaluate the students over what they have learned about the four main influences on health and how students relate them to their own lives. Students will also use this as a means of self-evaluation since they are synthesizing the information they are learning in the class.

Commercial (80 points): Students will create a 30-second commercial selling a real or made-up product that would have either a positive or negative effect on health. The commercial should be very persuasive, as the objective of this product is to demonstrate the power of the media. The students will be graded on their completed commercial, their presentation, and peer feedback.

Essay (40 points): Students will write a one-page essay on how their health beliefs. They will have to choose one influence and expand upon it in their essays. They must include whether it has a positive or negative affect, where they encounter it in their lives, how it affects them, why it affects them, and how they can use this information to improve their own health. Grading will include content, understanding, spelling, and grammar.

Poster (40 points): Students, in small groups, will use glogster to create a poster that illustrates specific ways that their peers influence their health and how they influence the health of their peers. Students will receive class time to work on this project and will be graded over the completed project and justification of the content. Posters will be judged by the other students in the class to determine their appeal to peers.

Wikispace (60 points): Students will create a wikispace that explains how culture can impact health. It will at least cover physical health and nutrition and could be expanded to include mental health, etc. Students will each be responsible for a page of the wiki and will self-assess their work on this wikispace.

Brochure (50 points): Students in groups of two will create brochures with the intention of teaching parents how to be positive role models on their family's health. Brochures will be presented to the class and assessed by their peers.

Comic Life (80 points): At the end of the unit, each student will create a comic detailing their health beliefs and including how they are influenced. Students will present these to the class but can be excluded from presenting if they feel they are too personal. In that situation, they can present them to me at a different time.

Web Quest (80 points): At the end of the unit, students will do a web quest on influences on health that I have created. They will be responsible for using all the information that they have learned in class and links that I have provided to create a 3-minute commercial with the intention of improving health using these influences in a positive way.

=Grading Scale= 100-97: A+ 96-94: A 93-90: A- 89-87: B+ 86-84: B 83-80: B- 79-77: C+ 76-74: C 73-70: C- 69-67: D+ 66-64: D 63-60:D- 59-0: F