The students complete a computer scored survey that identifies their strengths and weaknesses in areas of health that include nutrition, emotional-well being, fitness, family history, drug use, accidents, human values and self care. The students graphically display the results of their surveys. This gives them a visual picture of their health strengths and weaknesses as well as gives them an opportunity to expand their definition of health.

Science in Human and Social Perspective: Personal choice concerning fitness and health involves multiple factors. Personal goals, peer and social pressures, ethnic and religious beliefs, and understanding of biological consequences can all influence decisions about health practices. Abilities Necessary to Scientific Inquiry: Use technology and mathematics to improve investigations and communications. Understandings About Scientific Inquiry: Scientists rely on technology to enhance the gathering and manipulation of data. New techniques and tools provide new evidence to guide inquiry and new methods to gather data, thereby contributing to the advance of science. The accuracy and precision of the data, and therefore the quality of the exploration, depends on the technology used.

Use of spreadsheet application preferred.

a. Time frame: 90 minutes b. Materials: computer with web access, definitions of health from previous lesson, copies of Wellness Self-Assessment, spreadsheet software Resources: Learning Log: http://www.sdcoe.k12.ca.us/score/actbank/tlearnlog.htm Journaling: http://www.sdcoe.k12.ca.us/score/actbank/tjournal.htm d. Procedures/Strategies: Teacher Led Discussion- Begin a discussion about health with a review of student and class generated definitions. Guide students into a discussion of factors used to determine health and introduce the concept of quantitative and qualitative measures of personal health. Student Activity 1- Students access World Wide Web site titled "Wellness Self-Assessment" (see url below) . Students complete the survey by clicking on the statements that best describe their habits, history, and lifestyle. The computer will score their results as a percentage. Higher percentages represent a healthier lifestyle. Allow the students time to compare and discuss their results with group members. Follow with a short class discussion of the results and how to interpret the data. Student Activity 2- Graphical representation and analysis. The students graph their results. If a spreadsheet application is not available, graphs can be generated by hand. The graphs should be bar graphs, with the same categories on the x-axis as listed in the wellness survey. The y-axis is percentages. Class Discussion- Post student graphs on the wall around the room and provide students time to compare their wellness data to other classmates' data. Discuss the various categories from the survey in detail and develop a table or map of the factors that influence health and wellness. Focus the discussion with these questions: 1. What changes can we make in our lives to improve our health? 2. What factors are out of our control? Student Activity 3- Learning Log (see teacher resource on double entry learning logs). The students use a double-entry learning log to record the factors and conclusions from the class discussion (note-taking). Topics for the second entry (note-making) can include: "What have you learned about your health?" "What factors most influenced your survey scores?" "How can you improve your general health?" "What is my new definition of health?" Homework- Give each student a copy of the Wellness Self-Assessment. Students interview friends and family members using a copy of the wellness self-assessment. Participants in this survey should be older, such as a parent or grandparent. These surveys are used in the next lesson.

1. Student graphs can be compared to the results of the individual surveys to check for accuracy and graphing skill. 2. The responses in the learning logs determine the degree understanding of the graphical data.

Access to the World Wide Web is necessary to access the wellness self-assessment. A spreadsheet program is optional.