1. Do Now  Turn to Chapter 2 Skills for a Healthy Life p. 24. Take the What’s Your Health IQ Quiz. Answer the 7 questions on the Quiz by indicating how frequently you engage in each of the following behaviors (1 = never; 2 = occasionally; 3 = most of the time; 4 = all of the time). Total your points, and then turn to p. 638

2. What’s Your Health IQ 1. I review all of my choices before I make a decision 2. I think about the outcome for each possible choice 3. I make decisions that support my beliefs. 4. I think about the decisions I make afterward so that I can learn from them. 5. I stop to think about who might be affected by the decisions I make. 6. I usually ask for advice when I have a tough decision to make 7. If I make a bad decision, I try to correct an problem my decision caused

3. Chapter 2 Skills for a Healthy Life

4. Standards  National Health Education Standards 1.1, 2.1, 3.1, 3.3, 3.4, 4.2, 5.4, 6.3

5. Lesson Objective  IWBAT  Assess my behavior in regards to making decisions by answering a Health IQ Questionnaire. I will then use this information as a way to analyze and improve upon those decision making skills.

6. Lesson Objective  IWBAT  Evaluate my decision making skills and predict the immediate and long-term consequences of those decisions. I will then apply decision making strategies learned in this chapter to affectively make the best possible choices for me and the people I care about.

7. Do Now

8. Building Life Skills  What are Life Skills?  They are the tools or skills you would need to build a healthy life.  Just like you need skills to build a house, you also need skills to build a happy, healthy life.

9. 10 Important Life Skills  Life Skills: 1) Assessing Your Health 2) Communicating Effectively 3) Practicing Wellness 4) Coping 5) Being a Wise Consumer 6) Evaluating Media Messages 7) Using Community Resources 8) Making Great Decisions 9) Using Refusal Skills 10) Setting Goals

10. 10 Important Life Skills  Assessing Your Health  Using this skill to help you evaluate and then reflect on how your actions and behaviors affect your health. Ultimately helping you to make better decisions when it comes to your health.  Communicating Effectively  This skill will teach you good communication skills by teaching you how to listen and speak effectively. It will help to improve your relationships with your family, friends, classmates, teachers, and other adults

11. 10 Important Life Skills  Practicing Wellness  The process of practicing healthy Behaviors on a daily basis  Examples a. Eating healthy b. Avoiding risky behaviors c. Getting enough sleep  Coping  Ability to deal with troubles or problems in an effective way.  Being a Wise Consumer  Helping you to make wise decisions when you buy health products and services. This will help you decide what is appropriate for you

12. 10 Important Life Skills  Evaluating Media Messages  This skill will help you analyze media messages, being able to determine which messages might be harmful to your health.  Using Community Resources  Knowing how to find and use resources, supports, and services in your community to help provide help for all six components of health. a. 911 b. Suicide Hotlines c. Library d. Clinics

13. 10 Important Life Skills Decision Making  You probably make 100s of decisions a day without even thinking about it or giving it a second thought. 1. The clothes you wear 2. Hitting the snooze button 3. Meals 4. What to do afterschool  All decisions come with consequences,  Good or Bad  Consequences  Are the results of your actions and decisions

14. 10 Important Life Skills Decision Making  Decision Making Model:  This model requires you to think about the consequences before making a decision.  You are more likely to make decisions that have positive consequences

15. Decision Making  Decision Making Model: 1) Give Thought to the problem  Take a minute to pause 2) Review your choices  Think about all possible choices even ones that might not be obvious 3) Evaluate the consequences of each choice  Short term and long term 4) Assess and choose the best choice  Make your choice based on your values and what’s important 5) Think it over afterward  Reflect and evaluate if the decision had a positive outcome

16. Decision Making  Final Thoughts  Everyone makes mistakes.  However, the important thing is to try and deal with them as soon as possible and in a positive way.  Wrong decisions can be dangerous to you and the people around you.  What if you make a poor decision? 1. Stop 2. Think 3. Go

17. “Exit Slip” Tree of Choice  Think of a situation in which you would have to make an important decision. Begin to draw a “decision making tree” by writing at the base of the tree a two to three word description of the situation. You will then draw two or more branches labeled with the possible choices you would have in making this decision. For each choice, draw one or two branches labeled with a brief description of the possible consequences, good and/or bad, of each decision. After evaluating all the choices, choose the best choice

18. Learning Objectives  IWBAT  Analyze different types of strategies to help me deal with various forms of direct and indirect pressures. I will then practice these various refusal skills to help me cope and feel confident when faced with difficult situations.

19. Do Now  Make a list of the groups, things, or people that can influence your behavior positively or negatively. Write one way in which each does or could influence your behavior.

20. Resisting Pressure  Who Influences you?  Friends  Family  Media 1. Positive 2. Negative A. Peer pressure is the feeling that you should do something because that is what your friends want

21. Resisting Pressure  Positive Influences:  Can lead to a positive outcome A. Student Government B. Joining a sports team C. Church  Negative Influences:  Pressured to do something you don’t really want to do and can lead to a negative outcome A. Drugs B. Gangs C. Risky behavior

22. Resisting Pressure  Types of Pressures:  Direct 1. Pressures that results from someone who tries to convince you to do something you normally would not do or causes you emotional distress with unwarranted attacks on your character or physical appearance.  Indirect 1. The pressure that results from being swayed to do something because people you look up to are doing it A. Much more subtle B. You ‘re not directly told or asked to do something

23. Refusal Skills  Refusal Skills:  Are strategies use to avoid doing something you don’t want to do. 1. May need to use multiple strategies in a situation 2. The more options you have the better you might be at refusing pressures. 3. The more you practice these skill the more convincing they will sound

24. Refusal Skills  How should I say No?  Be respectful  Saying no doesn’t mean they will stop liking you

25. Group Activity  In a group of 3, you will be given a scenario in which you face pressure from a friend or family member. Your group will then act out the scenario using the refusal skills learned in this chapter to show how to best avoid doing something you don’t want to do. Demonstrate at least 2 of the refusal skills learned on pg. 35 in your skit.

26. Group Activity  Notes:  Be respectful with your response  Someone needs to give a quick explanation of the scenario and give us details about the characters. 1. Who, what, where, why

27. Exit Slip  In a paragraph, explain the differences between a direct and indirect pressure. Make sure to give an example of each.

28. Setting Healthy Goals  “Do Now”  In a paragraph explain the differences between a short- term goal versus a long-term goal. Then describe or give examples of how short-term goals can help someone reach their long-term goal.

29. Setting Healthy Goals Learning Objective  IWBAT  differentiate between short-term and long-term goals. Then using the six suggestions for setting goals, I will develop an action plan to create my own personal health goal.

30. Class Activity  Have students raise their hands and come up with suggestions for possible goals that teens might have. Categorize the list according to short and long term goals. Then ask students to suggest ways to break down the long-term goals into short-term goals.

31. Kinds of Goals  Goals  A goal is something that you work toward and hope to achieve  They are directions for your life.  Gives you a blue print or map of how to get to where you want to go. 1. Education 2. Health 3. Relationships 4. Career

32. Kinds of Goals  Short-Term Goals:  Goals that can be achieved quickly- in days and weeks are called short-term goals.  Long-Term Goals:  These goals may take months or years to achieve.  They are much harder to attain and takes lots of hard work and determination. 1. May consist of a series of smaller, short-term goals 2. Short term-goals may make achieving the ultimate long- term goal easier.

33. Six S’s of Setting Goals  Safe:  Important that the road to your goal is safe. Its important to evaluate all of your methods. 1. Losing weight to quickly 2. Using steroids 3. Using drugs to stay up for an exam 4. Selling drugs to make money to buy a car  Satisfying:  It’s important to feel good about yourself once you’ve reached your goal. 1. Integrity is always important

34. Six S’s of Setting Goals  Sensible:  Make sure the goals are realistic and attainable.  Losing 25lbs in three weeks  Taking 3 AP classes and playing a sport  Running a full marathon in 4 weeks  Similar:  New goals should not contradict your earlier ones  Don’t create another goal that will make reaching the first goal difficult.

35. Six S’s of Setting Goals  Specific:  Goals should be clear and specific 1. Be healthy 2. Get good grades 3. Become a great soccer player 4. Be successful  Supported:  Make sure your goals and the way you choose to achieve them are positive. You should feel proud and comfortable sharing them with family and friends 1. Friends and Family may be able to provide input

36. Make an Action Plan  Action Plan:  Is a set of directions that will help you reach your goal  Describes the step-by-step process you will take as your work towards your goal. 1. Start and goals date 2. Bench marks 3. Specific short-term goals  Rewards:  Reflect and make a list of the rewards you will reap when you accomplish the goal  Make sure you can visualize it  Reward yourself every time you reach a benchmark

37. Make an Action Plan  Influences:  Understanding how previous influences or participating in risky behaviors can alter your plans of accomplishing your goals. 1. Getting pregnant in high school 2. Getting arrested for drinking and driving  Tracking Your Progress:  Writing down your progress and reflecting on whether you might need to make adjustments is important. 1. Might need to change work-out routine if you are not seeing progress

38. Exit Slip  Consider the Six S’s of setting goals, then apply these strategies as you consider a goal you would like to accomplish in the next 6-12 months. Fill out the goal setting sheet. Make sure you are specific with your action plan. You can work in small groups or with a partner. Make sure you pick a goal that is relevant to you and don’t just pick a goal because it is something your friend chose.