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Stressing Over 8th Grade...Health
| Unit: Stress and Decision Making | Grade: 8 |
| Established Goals (Standards) | |
| 8.1.1 Analyze the relationship between healthy behaviors and personal health. 8.1.12 Identify strategies for maintaining positive mental health and skills for resilience. 8.5.1 Identify circumstances that can help or hinder healthy decision making. 8.5.3 Distinguish between healthy and unhealthy alternatives to health-related issues or problems. 8.5.4 Analyze the outcomes of a health related decision. 8.6.1 Assess personal health practices. 8.7.2 Develop relationships (working together in a range of groups and social settings with their peers and others). 8.7.3 Prepare for change (anticipating problems caused by changing family relationships and friendships). | |
| Enduring Understandings | Essential Questions |
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| Stage 2 – Assessment Evidence | |
| GRASPS Task | Six Facets of Understanding |
| Goal: Students examine stress in their lives, how it impacts them, and how to ease their stress. Students will educate other students about stress through the creation of imovies which can be used to teach future health students about this topic. Students will evaluate all of the imovies and then reflect on the content, process and outcomes. Role: Students are educational consultants creating interesting, accurate, and imaginative imovies to teach other teens about stress and how to cope with it in a healthy, positive way. The students have been "hired" because the health teachers have very dull, uninteresting and poorly created materials dealing with this topic. Next, students become "movie critics" as they evaluate the other movies during a class film fest. Audience: teachers, students, other students. Situation: Students work in teams consisting of three to four students to produce a storyboard, film clips, and a final product. Students work with a partner to evaluate the other movies and to reflect on their experience. Product: Students create imovies using ISB flip cameras or their favorite cameras from home. Student imovies will be posted to Panthernet for use by the health teachers and other students. Students will post a reflection to Panthernet as well. Extension: Students can produce educational brochures and pamphlets informing teens about stress. | (Explain, Apply, Interpret, Perspective, Self-Knowledge, Empathize) Explain: Students will share their personal experience with stress. Students will explain what stress is as well as the causes, effects and ways to relieve stress. In addition, students will be able to explain what to do when stress becomes a serious problem and how to make healthy decisions. Apply: Students will apply their own personal experiences with stress and stress management in order to better understand how to make healthy choices to reduce the negative impacts of stress in their lives. Interpret: Students interpret their own personal experiences with stress into a coherent, understandable imovie. Perspective: Students will work in small groups, developing their social relationships and understanding of how stress affects others as well as themselves. Self-Knowledge: Students will gain a deeper understanding of stress and the impacts of stress on their own lives and behaviors. Empathize: Students will empathize with people who are experiencing negative impacts from stress. |
| Lesson Notes: Plan on two or three days with cameras. Book early. Introduction to the Stress Project video: | |
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pollo2mom |
Latest page update: made by pollo2mom
, Nov 1 2009, 5:03 AM EST
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