There are many factors that lead to health. Personal lifestyle choices have a major impact on an individual's health status. Decision-making models assist in making decisions about complex situations.

Basic operations and concepts: Students are proficient in the use of technology. Social, ethical, and human issues: Students practice responsible use of technology systems, information, and software. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. Technology productivity tools: Students use technology tools to enhance learning, increase productivity, and promote creativity. Technology problem-solving and decision-making tools: Students use technology resources for solving problems and making informed decisions.

Standard 2: Evaluates information critically and competently. Standard 3: Uses information effectively and creatively. Standard 4: Pursues information related to personal interests. Standard 9: Participates effectively in groups to pursue and generate information.

Represents a big idea having enduring value beyond the classroom: Responsible decision-making is essential to become better consumers and has impact on students' personal lives. Require uncoverage, meaning that misconceptions need to be identified and clarified: Students often do not consider the various aspects of health, and young people often consider health issues as "later in life." Offer potential for engaging students: Since this issue is directly related to daily decisions in students' lives, it is likely to engage their interest.

a. Formative assessment: Students use double-entry learning logs throughout the unit. The teacher uses student responses to determine degree of understanding. b. Summative assessment: Student groups, given a scenario, use decision-making skills to solve a personal decision-making problem and share their decision with the class through a chosen method (skit, poster, cartoon, etc.). Summative assessment: Individual students will write a written reflection based on the following prompt: To me, the best defintion of health is...

Defining Health - This think-pair-share activity allows individual students and student groups to explore their definition of health. Their definitions are shared with the entire class. This allows teachers and students to establish a baseline definition of health that is grounded in their personal experiences. Wellness Self-Assessment - This computer scored survey has students identify strengths and weaknesses in areas of health that include nutrition, emotional well-being, fitness, family history, drug use, accidents, human values and self care. Students score each factor and graphically display their assessment. 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. Group Trend Activity - This activity allows students to compare their graphical display with other classmates as well as with data from family members. The teacher leads students in a class discussion that elicits understanding of trends among an age group and between age groups. This should begin to eliminate the misconception that young people do not need to worry about poor health. Decision Making about Health - During this lesson, students are taught the use of a basic decision-making model and use the model to determine actions about group-assigned health scenarios. Groups share their scenario and their decisions with the class. This lesson refocuses student so they understand that personal choice is based on many factors including personal goals, peer pressure, religious beliefs, etc.

http://

Information manager, effective communicator, creative and critical thinker, ethical and responsible worker, cooperative worker, effective leader, culturally sensitive leader, and involvement with families.

Decision Making About Health
Defining Health
Wellness Self-Assessment
Group Trend