• By talking to your classmates find someone who matches each trait and write their full name

1. Someone who has the same age as you

2. Someone who was born outside of Chicago

3. Someone who’s favorite basketball team is not the Bulls

4. Someone who has been to Europe

5. Someone who has been to Canada

6. Someone who has 5+ siblings

7. Someone who is an only child

•Using the space provided draw a picture of what it means to be healthy

• What is this person doing?• What are they not doing?• What are they eating?• How are they talking?• Are they old? Young?• Are they happy? Sad?

•Be prepared to share with the class

Health means a lot of different things to different people. Chapter 1, section 1 lays out ways to measure health and what it means to be healthy. Be sure to take notes and answer the questions (1-6) on page 5

•By moving your body along a continuum show how healthy or unhealthy the following activities are:•Smoking•Running•Playing basketball•Eating salads•Eating Hamburgers•Eating Mozerella sticks•Laughing•Arguing with your family

•Discussing an issue with your family•Sleeping 10+ hours a night•Sleeping 8 hours a night•Sleeping 4 hours a night•Drinking alcohol•Not having any friends•Having good friends•Fighting at school

•Pick a side: Aspects of health•Write a short essay (1 paragraph, 4-5 sentences) about which aspect of health is most important. Be prepared to defend your position

•The following people are coming to you for answers for their health problems. Using what you’ve learned what would you tell:•Dave: complains of low energy and fatigue•July: says that she always feels sad and that she fights with her mom a lot•Quentin: feels like he doesn’t have a purpose in life, feels like nothing he does matters•Erica: frequently feels sore and ‘achey’•Kevin: Always feels out of breath at the top of the stairs

•How do you greet others?•Work in a small group to make a skit that shows:

• How you would greet a friend• How you would greet your mother/

father/ aunt/ uncle etc.• How you would greet a teacher• How you would greet a boss

•In the space provided make a script for how you would greet a teacher.

Category 1 Category 2 Category 3 Category 40

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Series 1Series 2Series 3

Based on the graph:1. How many years

of ‘life expectancy’ were been added from 1960-2004?

2. Using this number, by approximately what percent did the life expectancy increase from 1960-2004?

•In the following slides you will see people how are at risk for certain health problems. See if you can tell what they are. Write your best guess in the space provided

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There are a lot of reasons why people get sick, hurt or injured. Chapter 1, section 2 will help you identify these risks and learn how to avoid them. Be sure to take notes and answer the questions (1-8) on page 11.

•Pick a side: Heredity or environment•Write a short paragraph (4-5 sentences) telling which is more important, Heredity or environment as far as health and health risks go. Be prepared to defend your position

•What are your health risks?•For each of the influences of health list one risk factor and one way you can counter that risk factor.

• Heredity• Physical Environment• Social Environment• Culture• Media• Technology• Healthcare• Behavior

•For 3 of the following activities make a risk benefit chart. Be sure to include at least 3 negatives and 3 benefits of each.

• Getting a job• Joining a sports team• Buying a car• Doing your homework• Getting in a fight at school• Asking a girl/ boy you like out on a date

Joining a sports team

Benefits Negatives

•Exercise•Potential scholarship•Keeps you busy•Keeps you accountable (grades)•Meet people•Respect•Conditioning•Winning

•Faint/ injury•Over excersise•Take time away from school work•Can’t/ hard to have a job•Lots of time•Tired•Lose (emotional frustration)

•There is a right way and a wrong way to ask for permission in school.

• The right way is to stay seated, get the teachers attention, ask politely if you can use the restroom/ sharpen your pencil etc. and wait for permission.

•In the space provided write three reasons why it is important for students to ask permission correctly.

Based on the Graph:1. What speed is most

dangerous?2. What speed is safest?3. How many times more

dangerous is the most dangerous from the safest?

4. Based on this graph, what is more dangerous, speeding on the highway or speeding in a school zone (speed limit 15)? Why is this and why do you believe this is so?

•Health Quiz•Do you:

• Exercise 3x per week or more?• Set aside time everyday to relax?• Get about 8 hours of sleep a night?• Avoid alcohol, tobacco and other drugs?• Always wear a seat belt when riding in a car?

•How many yes’ did you have?•What can you do to increase the number of ‘yes’ answers you had?

Your health is your responsibility and there are many things you can do right now to improve your health, both short term and long term. Read chapter 1, section 3 for more information. Be sure to take notes and answer questions 1-6 on page 15.

•Write your own proposal• Write/ diagram a proposal for a small but

important change that the school can make to improve the health of the students and/ or staff.

• Write out what the school should do, who should do it, when it will happen, where it will happen etc.

• Your paragraph should be 8-10 sentences, or you can use a flow chart/ diagram instead, just be sure to include all the information one would need to implement your program

•In your packet write down a time when you had to make an important decision

• What made that decision harder?• What made that decision easier?

•The DECIDE process is a decision making process that will help you make good decisions. •Read pages 18 & 19 and define each step.

D-Define the problemRestate the problem, Write it clearly.

Choose a problem, either real or made up. Write out each step of the decide process in your packet.

E-Explore the AlternativesMake a list of all the possible solutions. Include even ‘doing nothing’ or options that are out of the ordinary.

C-Consider the ConsequencesConsider the positives and negatives of each alternative. Also consider how risky each negative is. Be honest in your assessment.

I- Identify Your ValuesDoes this choice go against your values? How does it fit with your long term goals? Will you be happy with your choice, long term?

D- Decide and ActChoose the best choice and act on it. Break it into small steps if need be and be clear with your goals.

E- EvaluateExamine your decision. Was it the correct one? Is there a better decision you could have made? Do you need to alter your decision in some way? Just because you made a decision doesn’t mean it is set in stone.

This picture has two levels in a decision tree. After the first split there are 2 limbs. After the second split there are 4 limbs.

1. How many limbs will there be after the 4th split?2. How many limbs will there be after the 10th split?3. How many good decisions are there after 12 splits?4. What is a short cut for answering these questions?

Complete the Chapter 1 Test in your packet

•Homework:• Find two adults. Ask about a tough decision they have

to make. Go through the decide process recording each step along the way (If they cannot ‘decide and act’ choose the best option and put it in).

• Turn this in Tomorrow