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Lesson Plan Four
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Health-Related Lesson Plan For Educators. Session #4

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Lesson Plan Index Handouts this Session Homework this Session Powerpoint Slides Genogram Teen Health History

Title: How Healthy are You?

Presenter's Name: Carol Cox, MSN, MPH

Content Area: Preparatory & Self Protection

Session Number: 4

A PowerPoint Presentation is available to be used as a method of delivering this information. Download the slide presentation thru either the graphic above or the "quick link" at the top of the page.

Materials/Resources Needed:

Handouts for Notebook

Health Continuum NC 1995 Youth Health Risk Behavior Survey (6-8 grades)
Risk and Consequences Worksheet
Sample Genogram Sheet

Handouts for Homework:

Health History pages 1, 2 & 3
"Risk Experience" paragraph & ranking assignment

Handouts for Classroom:

Envelopes with negative health risk behaviors
Envelopes with positive health behaviors

"Healthful Living" Objectives Met:
Preparatory:

1.4

Assess own health status according to results of a variety of measures of physical, social, emotional, and mental health.

Self-Protection:

1.1	Identify standards against which the consequences of the most serious health risk behaviors of adolescents can be measured.
1.2	Apply a variety of standards to selected serious health risks for adolescents.
2.1	Recognize common sources of influence on health risk perceptions.
2.2	For selected health risks, provide examples of how perception of risk can be altered in various, diverse circumstances.
2.3	Characterize own perceptions of a major health risk.
3.1	Name the major health risks for own age group.
3.2	Rank own health risks according to own standards.

FOCUS and/or REVIEW
How Healthy are you? How well do you take care of your body - or "car" - as Dr. White discussed?

STATEMENT OF OBJECTIVES
We will begin to look at how healthy you really are, since health changes continuously. You will examine health risk behaviors of adolescents and the consequences, as well as ways to protect yourself from risks.

TEACHER INPUT
Let's put your "car" on the Health Continuum and select where you see yourself between optimal health , as healthy as one can be, and the opposite extreme, poor health. Place the "car" sticker on the continuum. Now a few of you can explain how close you are to optimal or poor health. "What could move you closer to optimal health?".

Ask what are some reasons for taking risks? List these as they are given. Usual ones are - thrill, unaware of consequences, loyalty, to save time, show off, make or save money, to show not afraid, show ability, addiction, lack of information.

What are risks? Give some examples of risks and why someone would take that particular risk. There can be positive and negative reasons for taking a risk (e.g. speaking out for a cause; taking steroids for sports). Define "risk" : The Hazard that comes with an opportunity.

In eighth grade you filled out a Youth Risk Behavior Survey. There is a copy in your handouts. This shows some of the positive and negative behaviors of your classmates in North Carolina. Each of you has a small envelope with an example of a negative risk behavior. Open your envelope and stand when your risk is called. This will show you examples of how many eighth graders responded to that behavior.

75% do not wear a helmet when bike riding or rollerblading (3)
50 % have used cigarettes, chew, or snuff (2)
58% have used alcohol (2)
66% have been in a physical fight (2)
75% have thought of suicide or tried to, kill themselves (3)
23% rode with someone under the influence of alcohol (1)
67% ate french fries or potato chips one or more times yesterday (3)

Each of you has a large envelope with an example of a positive health example. Open your envelope and stand when yours is called.

78% ate fruit or fruit juice 1 or more times yesterday (3)
61% have talked about AIDS with a family adult (2)
83% exercised three or more times a week (3)
54% live with natural parents most of the time (2)
25% believe they are best in their class (1)
57% ate green salad/vegetables one or more times yesterday (2)
23% did not eat candy, cake, doughnuts, cookies yesterday (1)
44% do physical activity other than sport teams (dance, swim) (2)

Let's look at consequences of risks.
What do these have in common?

Look at your worksheet:

Risk	Possible Consequence	Precautions to Reduce Consequences	Others Who Might Be Affected
Swimming
Trying out for a team
Smoking Cigarettes
Telling a friend you are concerned about his/her alcohol use

They can be risks. What are reasons for each (1-4)? Answers might be:

"It won't happen to me", "My uncle smoked all his life and never got cancer". What are possible consequences of each? What are precautions to prevent the consequence of each? Who are the others that might be affected. (Students can work in groups or together, as instructor fills in the blanks with responses).

Summarize: There are different risks people take, for different reasons, and with different consequences. There may be negative consequences in taking any risk, so it is important to consider the long term and short term consequences, and precautions before deciding to act.

High Risk Behaviors of Adolescents
There are 9 listed on the slide:

Involvement in violent acts
Consuming excessive fat, calories, sodium, insufficient fiber and a variety of foods
Using tobacco
Engaging in sexual intercourse which could lead to pregnancy and disease
Insufficient exercise
Attempting suicide
Driving while under the influence of alcohol and other drugs, traveling as a passenger with a driver who is under the influence, driving to fast, not using passenger restraints
Injecting drugs
Engaging in water-related recreation without appropriate flotation devices or supervision, or without skill in swimming and staying afloat, or while using alcohol or other drugs

You have a homework assignment to look at these risks and rank them from 1 to 9 (9 being the highest risk) according to how you perceive your individual susceptibility to the risks. Then write a brief paragraph that describes a reason(s) you took a particular risk and the negative consequences you experienced as a result of this behavior. Describe precautions you could have taken and people who were affected.

Your second homework assignment is to begin your own Health History. The first three pages are to fill in confidential information about yourself, your home, your health information and your family. You may need to ask a parent about family and health information.

Let's look at how to do a Genetic Tree or a Genogram. This will help you to identify health risks. Do your best to draw a family tree, filling in the family members, circles for females, squares for males, shaded ones for deceased. Enter names and ages, and any illnesses of parents, siblings, and grandparents. We will continue to work on this next week.

GUIDED PRACTICE

Health Continuum
Youth Risk Behavior Activity (negative and positive behaviors)
Risk and Consequences Worksheet

INDEPENDENT PRACTICE

Risk Ranking and Paragraph Assignment
Health History (including Genetic Tree) Part I

CLOSURE
Today we've talked about how health, and risk factors are related. As well as risk behaviors, precautions that can be taken to prevent consequences. We will continue to look at family and health risk factors through homework assignments and class next week.

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